Better be reactive at the beginning. Implications of the first seconds of an encounter for the tutoring style in human-robot-interaction

The paper investigates the effects of a robot´s “on-line” feedback during a tutoring situation with a human tutor. Analysis is based on a study conducted with an iCub robot that autonomously generates its feedback (gaze, pointing gesture) based on the system´s perception of the tutor´s actions using the idea of reciprocity of actions. Sequential micro-analysis of two opposite cases reveals how the robot´s behavior (responsive vs. non-responsive) pro-actively shapes the tutor´s conduct and thus co-produces the way in which it is being tutored. A dialogic and a monologic tutoring style are distinguished. The first 20 seconds of an encounter are found to shape the user´s perception and expectations of the system´s competences and lead to a relatively stable tutoring style even if the robot´s reactivity and appropriateness of feedback changes.