@inproceedings { yadollahi19, abstract = {The use of robots as peers is more and morestudied in human-robot interaction with co-learning interactionsbeing complex and rich involving cognitive, affective, verbal andnon-verbal processes. We aim to study the co-learning interactionwith robots in the light of perspective-taking; a cognitivedimension that is important for interaction, engagement, andlearning of the child. This work-in-progress details one of thestudies we are developing in understanding perspective-takingfrom the Piagetian point of view. The study tried to understandhow changes in the robot’s cognitive-affective state affectchildren’s behavior, emotional state, and perception of the robot.The experiment details a scenario in which child and the robottake turn to play a game by instructing their counterpart to reacha goal. The interaction consists of a condition in which the robotexpresses frustration when the child gives egocentric instructions.We manipulate the robot’s emotional responses to the child’sinstructions as our independent variable. We hypothesize thatchildren will try to change their perspective more when therobot expresses frustration and follow the instructions wrongly,e.g. does not understand their perspective. Moreover, in thefrustration groups, we are interested to observe if childrenreciprocates the robot’s behavior by showing frustration to therobot if it is egocentric. Consequently, we expect our analysesto help us to integrate a perspective-taking model in our roboticplatform that can adapt its perspective according to educationalor social aspect of the interaction.}, booktitle = {2019 8th International Conference on Affective Computing and Intelligent Interaction Workshops and Demos (ACIIW)}, keywords = {Affective Computing;Social Robotic Companions;}, pages = {381--387}, title = {Studying the Effect of Robot Frustration on Children's Change of Perspective}, year = {2019}, author = {Elmira Yadollahi and Wafa Johal and Joao Dias and Pierre Dillenbourg and Ana Paiva} }