Social Impact of Recharging Activity in Long-Term HRI and Verbal Strategies to Manage User Expectations During Recharge.

Social robots perform tasks to help humans in their daily activities. However, if they fail to fulfill expectations this may affect their acceptance. This work investigates the service degradation caused by recharging, during which the robot is socially inactive. We describe two studies conducted in an ecologically valid office environment. In the first long-term study (3 weeks), we investigated the service degradation caused by the recharging behavior of a social robot. In the second study, we explored the social strategies used to manage users' expectations during recharge. Our findings suggest that the use of verbal strategies (transparency, apology, and politeness) can make robots more acceptable to users during recharge.

Individual and social network predictors of the short-term stability of bullying victimization in the United Kingdom and Germany.

BACKGROUND: There is still relatively little research on the social context within which bullying develops and remains stable. AIM: This study examined the short-term stability of bullying victimization among primary school students in the United Kingdom and Germany (mean age, 8.9 years) and the individual and social network factors that contributed to remaining a victim of bullying. SAMPLE: The sample consisted of 454 children (247 males and 207 females). METHODS: Participants completed questionnaires on bullying victimization at three assessment points over a 9-week period. Other measures consisted of self-reported demographic, peer, and family relationship characteristics. Social network indices of density, reciprocity, and hierarchy were constructed using friendship and peer acceptance nominations. RESULTS: Relative risk analyses indicated a six-fold increased risk of remaining a victim at consequent follow-ups, compared to a child not victimized at baseline becoming a victim over the follow-up period. Individual characteristics explained substantially more variance in the stability of bullying victimization than class-level factors. Hierarchical logistic regression analyses revealed that being victimized by siblings and being rejected by peers predicted remaining a victim over a 9-week period. CONCLUSIONS: Bullying victimization among primary school students proved moderately stable over a 9-week period. Individual characteristics were more influential in predicting the stable victim role than class-level factors. Our findings have implications for the identification of stable victims in primary school and early preventative bullying programs.

Virtual learning intervention to reduce bullying victimization in primary school: a controlled trial.

BACKGROUND: Anti-bullying interventions to date have shown limited success in reducing victimization and have rarely been evaluated using a controlled trial design. This study examined the effects of the FearNot! anti-bullying virtual learning intervention on escaping victimization, and reducing overall victimization rates among primary school students using a nonrandomized controlled trial design. The program was designed to enhance the coping skills of children who are known to be, or are likely to be, victimized. METHODS: One thousand, one hundred twenty-nine children (mean age 8.9 years) in 27 primary schools across the UK and Germany were assigned to the FearNot! intervention or the waiting control condition. The program consisted of three sessions, each lasting approximately 30 minutes over a three-week period. The participants were assessed on self-report measures of victimization before and one and four weeks after the intervention or the normal curriculum period. RESULTS: In the combined sample, baseline victims in the intervention group were more likely to escape victimization at the first follow-up compared with baseline victims in the control group (adjusted RR, 1.41; 95% CI, 1.02-1.81). A dose-response relationship between the amount of active interaction with the virtual victims and escaping victimization was found (adjusted OR, 1.09; 95% CI, 1.003-1.18). Subsample analyses found a significant effect on escaping victimization only to hold for UK children (adjusted RR, 1.90; CI, 1.23-2.57). UK children in the intervention group experienced decreased victimization rates at the first follow-up compared with controls, even after adjusting for baseline victimization, gender and age (adjusted RR, .60; 95% CI, .36-.93). CONCLUSIONS: A virtual learning intervention designed to help children experience effective strategies for dealing with bullying had a short-term effect on escaping victimization for a priori identified victims, and a short-term overall prevention effect for UK children.