We present the design and evaluation of a storytelling activity between children and an autonomous robot aiming at nurturing children’s creativity. We assessed whether a robot displaying creative behavior will positively impact children’s creativity skills in a storytelling context. We developed two models for the robot to engage in the storytelling activity: creative model, where the robot generates creative story ideas, and the non-creative model, where the robot generates non-creative story ideas. We also investigated whether the type of the storytelling interaction will have an impact on children’s creativity skills. We used two types of interaction: 1) Collaborative, where the child and the robot collaborate together by taking turns to tell a story. 2) Non-collaborative: where the robot first tells a story to the child and then asks the child to tell it another story. We conducted a between-subjects study with 103 children in four different conditions: Creative collaborative, Non-creative collaborative, Creative non-collaborative and Non-Creative non-collaborative. The children’s stories were evaluated according to the four standard creativity variables: fluency, flexibility, elaboration and originality. Results emphasized that children who interacted with a creative robot showed higher creativity during the interaction than children who interacted with a non-creative robot. Nevertheless, no significant effect of the type of the interaction was found on children’s creativity skills. Our findings are significant to the Child-Robot interaction (cHRI) community since they enrich the scientific understanding of the development of child-robot encounters for educational applications.
Elgarf et al. (2022) studied this question.