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This study aims to fill a gap in understanding how customising robots can affect how humans interact with them, specifically regarding human decision-making and robot perception. The study focused on the robot's ability to persuade participants to follow its suggestions within the Balloon Analogue Risk Task (BART), where participants were challenged to balance the risk of bursting a virtual balloon against the potential reward of inflating it further. A between-subjects design was used, involving 62 participants divided evenly between customised or non-customised robot conditions. Compliance, risk-taking, reaction time, and perceptions of the robot's likability, intelligence, trustworthiness, and ownership were measured using quantitative and qualitative methods. The results showed that there were no significant differences in compliance or risk-taking behaviours between customised and non-customised robots. However, participants in the customised condition reported a significant increase in perceived ownership. Additionally, reaction times were longer in the customised condition, particularly for the "collect" suggestion. These results indicate that although customisation may not directly affect compliance or risk-taking, it enhances cognitive engagement and personal connection with robots. Regardless of customisation, the presence of a robot significantly influenced risk-taking behaviours, supporting theories of over-trust in robots and the automation bias. These findings highlight the importance of carefully considering ethical design and effective communication strategies when developing socially assistive robots to manage user trust and expectations, particularly in applications where behavioural influence is involved. [ABSTRACT FROM AUTHOR]

In recent years, social robots have rapidly advanced alongside the progress of artificial intelligence. Countries around the world have been enacting strategic initiatives that combine robotics and artificial intelligence, leading to an increasing exploration of the application of AI technology in the field of education. In the context of autism intervention, social robots have shown promising results in intervention programs and behavior therapy for children with autism. However, there is a lack of research specifically focusing on the use of social robots in autism classroom settings. Therefore, we have synthesized existing studies and proposed the integration of social robots into autism classrooms. Through the collaboration between robots and teachers, as well as the interaction between robots and students, we aim to enhance the attention of children with autism in the classroom and explore new impacts on their classroom performance, knowledge acquisition, and generalization of after-class skills.

Gaze is an emergent visual feature. A person's gaze direction is perceived not just based on the rotation of their eyes, but also their head. At least among adults, this integrative process appears to be flexible such that one feature can be weighted more heavily than the other depending on the circumstances. Yet it is unclear how this weighting might vary across individuals or across development. When children engage emergent gaze, do they prioritize cues from the head and eyes similarly to adults? Is the perception of gaze among individuals with autism spectrum disorder (ASD) emergent, or is it reliant on a single feature? Sixty adults (M = 29.86 years‐of‐age), thirty‐seven typically developing children and adolescents (M = 9.3 years‐of‐age; range = 7–15), and eighteen children with ASD (M = 9.72 years‐of‐age; range = 7–15) viewed faces with leftward, rightward, or direct head rotations in conjunction with leftward or rightward pupil rotations, and then indicated whether the face was looking leftward or rightward. All individuals, across development and ASD status, used head rotation to infer gaze direction, albeit with some individual differences. However, the use of pupil rotation was heavily dependent on age. Finally, children with ASD used pupil rotation significantly less than typically developing (TD) children when inferring gaze direction, even after accounting for age. Our approach provides a novel framework for understanding individual and group differences in gaze as it is actually perceived—as an emergent feature. Furthermore, this study begins to address an important gap in ASD literature, taking the first look at emergent gaze perception in this population. [ABSTRACT FROM AUTHOR]