Toward a Didactic Framework on Scientific Teaching in HRI: The Scientific HRI Didactic Framework (SHRI-DiF)

Abstract

Human–Robot Interaction (HRI) education has largely emphasized technical skills, while psychological and socio-cognitive dimensions of interaction remain underrepresented. Yet contemporary HRI research increasingly views robots as social actors that shape perception, behavior, and decision-making. To address this gap, this paper introduces the Scientific HRI Didactic Framework (SHRI-DiF), a didactical approach that integrates research-based learning with the 5E cycle (Engage–Explore–Explain–Elaborate–Evaluate). The framework positions students as active researchers who conduct the full empirical process, from identifying research questions to evaluating findings. Social robots serve as epistemic tools and experimental agents to investigate social and psychological constructs such as trust, perceived control, and acceptance. The framework is demonstrated in a 12-week undergraduate seminar in business and media psychology using the Furhat robot for dialog strategies in HRI. Results indicate that authentic HRI research settings foster scientific reasoning, methodological competence, and interdisciplinary thinking, offering a transferable model for research-based higher education.

Mehr zum Titel