Theater-based design methods are seeing increased
use in social robotics, as embodied roleplay is an ideal method for
designing embodied interactions. Yet theater-based design methods
are often cast as simply one possible tool; there has been little
consideration of the importance of specific improvisational skills
for theater-based design; and there has been little consideration
of how to train students in theater-based design methods.
We argue that improvisation is not just one possible tool of
social robot design, but is instead central to social robotics.
Leveraging recent theoretical work on Applied Improvisation,
we show how improvisational skills represent (1) a set of key
capabilities needed for any socially interactive robot, (2) a set of
learning objectives for training engineers in social robot design,
and (3) a set of methodologies for training those engineers to
engage in theater-based design methods.
Accordingly, we argue for a reconceptualization of Social
Robotics as an Applied Improvisation project; we present, as
a speculative pedagogical artifact, a sample syllabus for an
envisioned Applied Improvisation driven Social Robotics course
that might give students the technical and improvisational skills
necessary to be effective robot designers; and we present a case
study in which Applied Improvisation methods were simultaneously
used (a) by instructors, to rapidly scaffold engineering
students’ improvisational skills and (b) by those students, to
engage in more effective human-robot interaction design.
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Facilitating Learner-Centered Interactions Through Applied Improvisation
Learner-centered interactions, whether in formal or informal settings, are by their nature unscripted and require both the educator and learner to improvise. In fact, improvisation skills have been recognized as beneficial and applied in a variety of professional development training programs (including science communication, organizational development in university administration, teambuilding and leadership in business, and communication skills in medical education); yet, their inclusion in educator training has been limited. MOXI and UCSB partnered with a professional actor and theater instructor (third author of this paper) to implement applied improvisation training to support informal educators' skills development. After four years of incorporating applied improvisation training in our facilitation training program, we have found that the basic skills of listening, observing, and responding that are critical in learner-centered education are taught effectively through the well-developed, practical, and fun exercises of improvisational theater. In this article, we describe our applied improvisation training and how it builds skills pertinent to implementing learner-centered facilitation, how graduates of our training program connected applied improvisation training to their facilitation, and how other institutions can incorporate it into preparing educators for working in either informal or formal settings.
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- Award ID(s):
- 1906320
- PAR ID:
- 10334067
- Date Published:
- Journal Name:
- Connected science learning
- Volume:
- 4
- Issue:
- 3
- ISSN:
- 2475-8779
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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