The use of anthropomorphic robots for developing empathic disposition as a personal trait among medical university students: a literature review.

Cover Page

Cite item

Full Text

Abstract

Objective. The aim of this literature review is to analyze the psychological mechanisms that influence the development of empathy in medical students through interaction with humanoid robots. This study seeks to identify the factors that contribute to the formation of empathy as a personal trait in future physicians.

Main Points. Empathy is a crucial aspect of medical practice, fostering trustful relationships between doctors and patients. Recent research indicates that humanoid robots can be an effective tool for enhancing empathetic skills in medical students. Interaction with these robots activates the same neural networks as human-to-human interactions, including the anterior cingulate cortex, the medial prefrontal cortex, and the mirror neuron system. Cognitive and affective processes, such as emotional intelligence, imitation, and behavioral modeling, play a significant role in shaping empathy. Personal characteristics, such as openness to experience and extraversion, also have a notable impact on students’ ability to empathize when interacting with robots.

Conclusion. Anthropomorphic robots can be effectively integrated into educational programs to foster the development of empathy in students. They provide a safe environment for practicing communication and technical skills, while also encouraging emotional engagement and social cognition. Further research may help refine current technologies and methodologies, allowing for a deeper understanding of the neurobiological foundations of empathy in the context of human-robot interaction.

Full Text

Introduction

In psychological literature, empathy is viewed in various ways: as a personality trait, a mental process, a perceptual and emotional process, or an ability. Depending on whether empathy is categorized within a specific group of mental or psychophysiological phenomena, different characteristics will apply to it.

Empathy is a complex psychophysiological phenomenon that encompasses mechanisms of perception, understanding, and emotional resonance with the feelings of the observed other.

Empathic ability is one of the most important personality traits of a healthcare professional, essential for establishing trustful relationships with patients.

Although there is no single definition of the term “empathy” in the scientific literature, in medical practice, it is most often viewed as the physician's ability to recognize, understand, and appropriately respond to the emotional state of the patient [2]. Emotional support is of great importance for the patient, as it significantly influences treatment outcomes and the degree of their satisfaction with the provided care [3].

Understanding the patient’s experiences by the physician helps to establish constructive relationships, increases the level of trust the patient has in the attending physician, and facilitates the process of diagnosis and treatment. Trusting relationships reduce the level of distress and anxiety in patients, which positively impacts their functional state [4]. Patients who feel that the medical staff understand their condition and empathize with them demonstrate a higher level of satisfaction with medical care, leading to better clinical outcomes.

However, instructors at educational institutions training medical professionals often encounter students who exhibit a low level of empathy [5; 6]. Moreover, as their education progresses, some students experience a decline in empathy, along with emotional detachment and cynicism in their judgments [7]. This may be a result of personal immaturity and/or a sign of the development of emotional burnout syndrome.

The psychological changes occurring in students in their final years highlight the need to strengthen educational activities, create specialized programs for developing skills in recognizing patients’ mental states, and conduct training sessions aimed at fostering empathy as a personal trait.

To develop empathy in students, anthropomorphic robots that can imitate human emotions and behavior may be used. This makes them an effective tool for teaching skills of interaction with patients [8–11]. Research shows that the appearance of anthropomorphic robots, with expressive emotional displays that are understandable to students, contributes to the formation of students’ abilities to read patients’ emotional states and, as a result, to establishing constructive interactions with them [12]. Practicing professional skills using patient-simulator robots is safe, as it allows for the controlled development of manual and communicative skills without the risk of harming real individuals. The absence of distress among learners enhances their motivation to learn, making the educational process interactive and engaging [13].

Thus, studying the psychological patterns of developing empathetic responses in medical university students toward anthropomorphic robots as a methodological approach for fostering empathy, as a stable personal trait, is a relevant task for innovative medical education.

The objective of the study is to determine the psychological mechanisms for developing skills in recognizing the mental state of patients among medical university students, as well as fostering the need to provide them with professional assistance through the use of humanoid robots for educational purposes. Analyzing the results of previously conducted studies allows for the formulation of recommendations regarding the application of anthropomorphic robots in medical educational institutions during practical classes aimed at developing the communication skills of healthcare professionals when interacting with patients, and to prepare a plan for further research on the use of patient-simulator robots in educational settings.

Materials and Methods

The authors conducted an analysis of publications available in the databases PubMed, eLibrary, and Google Scholar. The search was performed using the following keywords in both Russian and English: “эмпатия” / “empathy”, “развитие эмпатии” / “empathy development”, “учебные роботы” / “training robots”, “антропоморфные роботы” / “anthropomorphic robots”, “взаимодействие с роботами” / “interaction with robots”, “медицинское образование” / “medical education”, “студенты медицинских вузов” / “medical students”, and “современные педагогические технологии” / “modern pedagogical technologies”.

The materials consist of theoretical reviews and experimental studies focused on the examination of empathy among medical university students, as well as the application of robots in medical education, published in both Russian and English. The time frame for the search included publications available in the specified databases, extending up to the year 2024.

To select relevant studies, the following criteria were used: the description of the mechanisms of empathy reaction formation among medical university students and empathy as a personality trait; the use of anthropomorphic robots for educational purposes; and the interaction of students with robots during their medical education. Works not related to these topics, as well as publications lacking empirical data or unavailable in full text, were excluded from the analysis.

From the selected studies, information was extracted regarding the research methods, results obtained, and recommendations. The data presented in the articles were analyzed to identify key trends and gaps in the existing literature. This analysis enabled the formulation of conclusions and suggestions for further research, as well as for their practical application in the educational process of medical schools.

Results and Discussion

In accordance with contemporary understanding, empathy is divided into cognitive and affective components, where cognitive empathy refers to the understanding of the emotional states of others, while affective empathy denotes the emotional response of the observer to the experiences of others. The cognitive and affective components are interconnected and manifest in both the interpersonal relationships of a physician with the surrounding people and in interactions with robotic systems [14].

Interaction with anthropomorphic robots that simulate human emotions may foster the development of empathy as a professionally significant personal characteristic among medical students. This is especially relevant in medical education, where the development of empathy is crucial for establishing trusting relationships between physicians and patients. Such relationships enhance treatment outcomes.

The ability of robots to simulate external manifestations of emotional states enables their use in training students in empathic perception, predicting possible emotional and behavioral reactions of the observed individual (the predictive function of empathy), and allowing physicians to respond appropriately to the patient's experiences [15; 16].

One of the key theories explaining the formation of empathic response is the simulation theory, which posits that empathy arises through the internal reconstruction of emotional states observed in others [17]. This process involves the activation of neural mechanisms identical to those activated when the observing person experiences similar emotions [17]. Thus, empathy develops not only through cognitive analysis of emotional states but also through affective responses, being an important component of this process [18].

When interacting with anthropomorphic robots, emotional intelligence (EI) plays a crucial role, encompassing the ability to recognize, understand, and regulate both one’s own emotions and those of others [19]. A high level of emotional intelligence can facilitate a more accurate interpretation of the emotional signals conveyed by anthropomorphic robots. While most studies focus on how the imitation of emotional expressions by robots affects people, it can be posited that individuals with developed emotional intelligence are better at recognizing and analyzing the emotional states being simulated by robots, which contributes to the emergence of a stronger emotional response [20; 21].

Furthermore, a high level of emotional intelligence facilitates better adaptation of students to new educational technologies, including interactions with robots [22–24]. Students with developed emotional intelligence demonstrate greater openness to innovations and a willingness to utilize anthropomorphic robots to enhance their empathic skills [25; 26]. In this context, emotional intelligence acts as a mediator in the process of empathy formation, strengthening both the cognitive and affective components of empathic response [27].

When a person perceives emotions that are being simulated by a robot, the cognitive and affective components of the perception mechanism play an important role. To enhance the reliability of such interactions, it is essential to have detailed models of the empathic responses that emerge during the interaction between humans and robots as they exchange information [16].

Considering the role of emotional intelligence in developing empathy, the authors emphasize the importance of imitation and behavioral modeling mechanisms for the development of empathetic responses when interacting with the robot. According to A. Bandura’s social learning theory [28], observing and imitating others’ behavior are fundamental ways of acquiring new skills and attitudes [29]. In an educational environment, anthropomorphic robots can serve as models for imitation, demonstrating empathetic reactions and behaviors that students can adopt [30]. For instance, robots that exhibit external manifestations of prosocial behaviors such as active listening, compassion, and emotional support facilitate the development of similar behaviors in students when interacting with patients. Modeling social interactions with an anthropomorphic robot not only fosters the formation of empathy as a personality trait but also aids students in mastering effective strategies for responding to the emotional states of others, reinforcing their skills for professional interaction with people [31].

Cognitive processes, such as attention and working memory, play a key role in the mechanisms of perceiving and interpreting signals received from anthropomorphic robots. When interacting with them, the observer activates the mechanisms of selective attention and focusing on the external manifestations of emotions generated by the robot. The observer’s working memory is involved in retaining and interpreting the information perceived [32; 33]. Such cognitive engagement facilitates more accurate recognition and interpretation of emotional states, which, in turn, contributes to the emergence of empathetic responses, shaping empathy as a stable personality trait in learners, and reinforcing their skills in interpreting the emotional expressions of others [34].

Personal characteristics of students, such as the level of openness to new experiences, extraversion, and self-esteem, are traditionally considered significant factors influencing social interaction with partners and the level of empathy. For instance, it has been demonstrated that openness to new experiences, which is closely linked to the mechanisms of the orienting reflex, affects the degree of cognitive flexibility and creativity in individuals, enhancing the ability to pick up on the nuances of interpersonal interactions and interactions with anthropomorphic robots [35].

Extraversion, as a personality trait that facilitates social interaction, influences the level of emotional responses during interactions with anthropomorphic robots. Extraverts are more sensitive to the emotional component of social contacts. They easily engage in social interactions and demonstrate a greater willingness to interact with robots [36].

The depth of empathetic responses toward both humans and robots is also influenced by the observer’s self-esteem [37].

The “Tamagotchi effect” refers to the intense feelings of loss, distress, and even symptoms of psychological disorders, including cases of suicide, experienced by children due to the death of a virtual pet like a Tamagotchi or other virtual pets. Instances of such profound grief and feelings of loss have led to the discontinuation of production of some electronic toys. The possibility of strong emotional attachment formed by individuals toward anthropomorphic toys, virtual characters in video games, and robots supports the notion that they can be used to cultivate the personality trait of empathy in learners [44]. This indicated the importance of careful consideration in the design of anthropomorphic robots that can elicit such intense emotional responses from humans.

Thus, the similarity in the mechanisms of empathetic reactions that occur when perceiving external manifestations of emotions in humans, as well as their imitation by anthropomorphic robots, suggests that it is possible to develop the ability to recognize external expressions of emotions and empathy as a personality trait by using anthropomorphic robots as patient models.

Neuroimaging methods, such as functional magnetic resonance imaging (fMRI) and electroencephalography (EEG), allow us to assess brain activity when perceiving external manifestations of emotions in both humans and robots. It has been established that, when perceiving emotional expressions from humans, certain brain areas, such as the anterior cingulate cortex and the mirror neuron system, are activated in the observer. Similar reactions are recorded in the observer when perceiving external signs of emotions that are imitated by anthropomorphic robots [38].

Interaction with robots that reproduce external manifestations of human emotions elicits EEG patterns of brain activity in the observer that are similar to the brain’s activity when processing emotionally charged information and during prosocial behavior [40]. Specifically, it has been found that the perception of emotional signals coming from robots is associated with an increase in alpha and beta rhythms, which the authors interpret as indicators of increased attentional focus [41].

These data suggest that humans, as a biological species, can exhibit empathetic reactions toward robotic systems that mimic human expressive behavior [39].

There are also some differences in the neural activity of the observer’s brain, which are associated with the degree of anthropomorphism of the robots. Those that more accurately imitate human traits and behavior elicit a stronger activation of neural networks associated with the mechanisms of empathetic responses [42]. Furthermore, the more the robot’s expressive behavior aligns with the cultural characteristics of emotional expression in the observer, the stronger the emotional response and empathetic reaction [43].

Discussion

Firstly, this literature review presents several key limitations. Most importantly, there is a limited number of studies dedicated to examining the educational activities of medical university students using anthropomorphic robots.

Secondly, it is important to note the differences in the methodologies employed in the studies, which complicates the development of systematic generalizations.

Thirdly, most studies have been conducted using anthropomorphic robots with well-defined facial features and/or human-like figures. The potential for using less human-like robots for educational purposes remains unexamined.

Fourthly, this review focuses primarily on the cognitive and affective components of the empathy mechanism. The motivational component of empathy remains unexamined due to a lack of sufficient studies.

The mechanisms of empathetic responses that arise during work or educational activities with an anthropomorphic robot are similar to the mechanisms of response to the perception of external emotional expressions in real people. However, these responses are less intense due to the observer’s awareness that the robot lacks genuine human qualities and social experience. The empathy that arises toward people is generally deeper because of the shared social experiences of the observer and the observed, which are shaped by cultural traditions, social signal systems, and accumulated interpersonal experiences. Empathy toward robots relies more on cognitive processes and to a lesser extent on deep emotional experiences [28].

The given neurobiological and psychophysiological data indicate that anthropomorphic features of robots can evoke empathetic reactions in humans. EEG- and fMRI-activity in the neural networks of the observer’s brain, associated with the mechanisms of empathetic reactions, was found to be higher in subjects during the presentation of examples of the robot’s expressive behavior, especially when the robot’s expressions closely resembled the emotional experiences of a real person. The resulting psychophysiological response involves the same neural mechanisms of the brain (medial prefrontal cortex, temporoparietal structures) as those engaged during empathetic responses to the perception of human expressive behavior [42].

This data is consistent with research findings that show the mechanisms of the cognitive component of empathetic reactions, which arise during the perception of human emotions and in response to an emotional-imitating anthropomorphic robot, are identical [40].

Changes in the alpha and beta rhythms of the observer’s brain that occur during the perception of a robot’s expressive behavior indicate that attention increases in the observer while analyzing and interpreting emotional stimuli [41]. These data confirm that anthropomorphic robots can be used for educational and therapeutic purposes to develop empathy as a personality trait in medical students. Such training will enhance the quality of interpersonal interactions between physicians and their patients and colleagues.

Comparing the neural mechanisms of empathic reactions that arise from the perception of robots varying in degrees of anthropomorphism shows that robots imitating the cultural characteristics of the observer’s emotional expressions evoke a stronger empathic response in them [42]. This necessitates that robot developers take into account the cultural peculiarities of emotional expressions in the group of learners for whom anthropomorphic robots are being designed.

It is also important to consider the so-called “uncanny valley” phenomenon, which suggests that an increase in the anthropomorphism of robots may elicit negative emotional reactions in recipients interacting with them. Research has identified two types of anthropomorphic robots that provoke negative responses from observers: those with excessively high human likeness and those with extremely low human resemblance. These effects are attributed to discrepancies between the appearance of robots and that of people in the social environment [45].

The studies discussed have significant practical implications for further improving educational programs focused on developing communication competencies in medical schools. Anthropomorphic robots can serve as effective tools for training students to recognize the emotional states of their communication partners and to build constructive relationships based on that understanding, creating conditions that closely resemble real clinical practice. This is of particular importance in the early stages of training when students have limited access to real patients. The use of robots in the educational process can help cultivate cognitive and affective empathy in students while minimizing the risk of making erroneous conclusions regarding patients’ emotional states, as well as preventing any accidental psychological harm to them [46].

In addition to their use in educational settings, robots can be applied in therapeutic practice, serving as tools for psychotherapy addressing issues in children and the elderly. The accumulation of experience in utilizing robotics in medical education facilitates the development of more adaptive and versatile robots that can tackle a wide range of educational and therapeutic challenges.

Conclusion

  1. Empathy is a complex psychophysiological phenomenon that combines the mechanisms of perception, understanding, and sharing the emotions of an observed other. Empathic ability is a crucial personal trait for healthcare professionals, as it is essential for establishing trusting relationships with patients and colleagues.
  2. The emotional response that a person experiences when perceiving sculptural and pictorial representations of humans [28], as well as engagement in play activities with anthropomorphic toys, which are primitive models of anthropomorphic robots, indicate that anthropomorphic robots used in medical education elicit empathic reactions in observers (students) that are similar to those arising from the perception of external manifestations of emotions in real people.
  3. Working with anthropomorphic robots fosters the development of empathic ability as a personal trait in the observer.
  4. The mechanisms of empathic reactions that arise during interactions with anthropomorphic robots are similar to the mechanisms that respond to the perception of external emotional expressions in real people. However, these reactions are less intense due to the observer’s awareness that the robot lacks genuine human qualities and emotions. The empathic response elicited by the experiences of real people is deeper, owing to the shared social experiences between the observer and the observed. Empathy toward robots relies more on cognitive processes and less on profound emotional experiences.
  5. The modality, strength, and direction of the observer’s empathic response are determined by the age, gender, cultural, and personal characteristics of the observer [28], their professional affiliation, situational context, and many other factors [48]. These responses engage the same neural mechanisms of the brain (medial prefrontal cortex, temporoparietal structures) as those involved in empathic responses arising from perceiving another person [42].
  6. Anthropomorphic robots can be utilized as tools for conducting empathy development training for medical students. This will enhance students’ communication skills in patient-safe environment.
  7. Further improvement of anthropomorphic robots and the methods of organizing educational activities using them will allow for a deeper study of the psychological and psychophysiological mechanisms of empathic responses and empathic ability as a personality trait.
×

About the authors

M. S. Galstyan

Russian university of medicine

Author for correspondence.
Email: galstyan.mariam17@gmail.com
ORCID iD: 0000-0002-3372-5775

Assistant of the Department of Orthopedic Dentistry and Digital Technologies of N.D. Yushchuk Scientific and Educational Institute of Continuing Professional Education

Russian Federation, Moscow

S. D. Arytyunov

Russian university of medicine

Email: galstyan.mariam17@gmail.com
ORCID iD: 0000-0001-6512-8724

DSc (Medicine), Professor, Head of the Department of Orthopedic Dentistry and Digital Technologies of N.D. Yushchuk Scientific and Educational Institute of Continuing Professional Education

Russian Federation, Moscow

I. N. Kharakh

Russian university of medicine

Email: galstyan.mariam17@gmail.com
ORCID iD: 0009-0007-2881-8196

Student of the Medical Faculty of N.A. Semashko Scientific and Educational Institute of Clinical Medicine

Russian Federation, Moscow

A. S. Molchanov

Russian university of medicine

Email: galstyan.mariam17@gmail.com
ORCID iD: 0000-0002-1411-1225

PhD (Pedagogics), Professor, Head of the Department of Psychology and Pedagogical Activity Technologies of A.P. Chekhov Scientific and Educational Institute of Social, Humanitarian and Economic Sciences

Russian Federation, Moscow

N. B. Astashina

E.A. Vagner Perm State Medical University

Email: galstyan.mariam17@gmail.com
ORCID iD: 0000-0003-1135-7833

DSc (Medicine), Head of the Department of Orthopedic Dentistry

Russian Federation, Perm

A. A. Baydarov

Perm National Research Polytechnic University

Email: galstyan.mariam17@gmail.com
ORCID iD: 0000-0003-3888-3358

PhD (Technology), Associate Professor of the Department of Automation and Telemechanics

Russian Federation, Perm

A. A. Yuzhakov

Perm National Research Polytechnic University

Email: galstyan.mariam17@gmail.com
ORCID iD: 0000-0003-1865-2448

DSc (Technology), Professor, Head of the Department of Automation and Telemechanics

Russian Federation, Perm

References

  1. Богуш Е.А., Речкин А.В. Эмпатия – способность медицинского работника, влияющая на уровень удовлетворенности пациентов медицинской помощью. Медсестра 2021; (8): 13–18. doi: 10.33920/med-05-2108-02 / Bogush E.A., Rechkin A.V. Empathy – the ability of a medical worker affecting the level of patient satisfaction with medical care. Medsestra 2021; (8): 13–18. doi: 10.33920/med-05-2108-02 (in Russian).
  2. Fernandez A.V., Zahavi D. Basic empathy: Developing the concept of empathy from the ground up. Int. J. Nurs. Stud. 2020; 110: 103695. doi: 10.1016/j.ijnurstu.2020.103695
  3. Decety J. Empathy in Medicine: What It Is, and How Much We Really Need It. Am. J. Med. 2020; 133 (5): 561–566. doi: 10.1016/j.amjmed.2019.12.012
  4. Zhang X., Li L., Zhang Q., Le L.H., Wu Y. Physician Empathy in Doctor-Patient Communication: A Systematic Review. Health Commun. 2023; 39 (5): 1027–1037. DOI: 10.1080/ 10410236.2023.2201735
  5. Ветлужская М.В., Абрамова А.А., Сердакова К.Г., Быкова Е.Е., Хамматова Р.С., Шурупова Р.В. Особенности эмоционального интеллекта и эмпатических способностей у студентов. Интеграция образования 2019; 23 (3): 404–422. doi: 10.15507/1991-9468. 096.023.201903.404-422 / Vetluzhskaya M.V., Abramova A.A., Serdakova K.G., Bykova E.E., Khammatova R.S., Shurupova R.V. Features of emotional intelligence and empathic abilities in students. Integratsiya obrazovaniya 2019; 23 (3): 404–422. doi: 10.15507/1991-9468.096.023.201903.404-422 (in Russian).
  6. Кубекова А.С., Сергеева М.А. Связь эмпатии и личностных свойств у студентов медицинского университета. Мир науки. Педагогика и психология 2022; 10 (3). eLIBRARY ID: 49447208 / Kubekova A.S., Sergeeva M.A. The relationship between empathy and personality traits in medical university students. Mir nauki. Pedagogika i psikhologiya 2022; 10 (3). eLIBRARY ID: 49447208 (in Russian).
  7. Зорин К.В. Этико-деонтологическое воспитание и профессиональное развитие студентов-медиков: аспекты проблемы. Медицинское образование и профессиональное развитие 2020; 11 (3): 187–193. eLIBRARY ID: 44034339 / Zorin K.V. Ethical and deontological education and professional development of medical students: aspects of the problem. Meditsinskoe obrazovanie i professional'noe razvitie 2020; 11 (3): 187–193. eLIBRARY ID: 44034339 (in Russian).
  8. Арутюнов С.Д., Южаков А.А., Хаарах Я.Н., Безукладников И.И., Асташина Н.Б., Байдаров А.А. Интерактивная цифровая платформа и киберфизические системы медицинского образования. Пародонтология 2022; 27 (4): 318–326. doi: 10.33925/1683-3759-2022-27-4-318-326 / Arutyunov S.D., Yuzhakov A.A., Kharakh Ya.N., Bezukladnikov I.I., Astashina N.B., Baidarov A.A. Interactive digital platform and cyber-physical systems of medical education. Parodontologiya 2022; 27 (4): 318–326. doi: 10.33925/1683-3759-2022-27-4-318-326 (in Russian).
  9. Арутюнов С.Д., Южаков А.А., Харах Я.Н., Безукладников И.И., Байдаров А.А., Асташина Н.Б. Стоматологический симулятор на базе робототехнического комплекса с интегрированной смарт-челюстью. Российский стоматологический журнал 2023; 27 (1): 63–70. doi: 10.17816/dent115139 / Arutyunov S.D., Yuzhakov A.A., Kharakh Ya.N., Bezukladnikov I.I., Baidarov A.A., Astashina N.B. Dental simulator based on a robotic complex with an integrated smart jaw. Rossiyskiy stomatologicheskiy zhurnal 2023; 27 (1): 63–70. doi: 10.17816/dent115139 (in Russian).
  10. Асташина Н.Б., Байдаров А.А., Арутюнов С.Д., Южаков А.А., Кокоулин А.Н., Валихметова К.Р., Майоров П.В., Шамарина А.М., Лазарьков П.В., Вронский А.С., Харах Я.Н. Разработка комплекса «Антропоморфный стоматологический робот» с элементами искусственного интеллекта для имитации врачебных манипуляций и коммуникации «врач – пациент». Пермский медицинский журнал 2022; 39 (6): 62–70. doi: 10.17816/pmj39662-70 / Astashina N.B., Baidarov A.A., Arutyunov S.D., Yuzhakov A.A., Kokoulin A.N., Valikhmetova K.R., Mayorov P.V., Shamarina A.M., Lazarkov P.V., Vronsky A.S., Kharakh Ya.N. Development of the "Anthropomorphic Dental Robot" complex with artificial intelligence elements for simulating medical procedures and "doctor-patient" communication. Perm medical journal 2022; 39 (6): 62–70. doi: 10.17816/pmj39662-70 (in Russian).
  11. Южаков А.А., Арутюнов С.Д., Асташина Н.Б., Байдаров А.А., Безукладников И.И., Сторожев С.А. Разработка антропоморфного стоматологического симулятора на базе робота Robo-C. Вестник ИжГТУ имени М.Т. Калашникова 2023; 26 (4): 13–22. doi: 10.22213/2413-1172-2023-4-13-22 / Yuzhakov A.A., Arutyunov S.D., Astashina N.B., Baidarov A.A., Bezukladnikov I.I., Storozhev S.A. Development of an anthropomorphic dental simulator based on the Robo-C robot. Vestnik IzhGTU imeni M.T. Kalashnikova 2023; 26 (4): 13–22. doi: 10.22213/2413-1172-2023-4-13-22 (in Russian).
  12. Yang W., Xie Y. Can robots elicit empathy? The effects of social robots’ appearance on emotional contagion. Computers in Human Behavior: Artificial Humans. 2024; 2. doi: 10.1016/j.chbah.2024.100049
  13. Arís N., Orcos L. Educational Robotics in the Stage of Secondary Education: Empirical Study on Motivation and STEM Skills. Education Sciences 2019; 9 (2): 73. doi: 10.3390/educsci9020073
  14. Park S., Whang M. Empathy in Human–Robot Interaction: Designing for Social Robots. International Journal of Environmental Research and Public Health 2022; 19 (3): 1889. doi: 10.3390/ijerph19031889
  15. Захарова Е.А., Ежова Ю.М., Раков Н.А. Эмпатия как основа коммуникации врач-пациент: современное состояние проблемы. Психология. Историко-критические обзоры и современные исследования 2019; 8 (3–1): 119–138. EDN: JIOZZG / Zakharova E.A., Ezhova Yu.M., Rakov N.A. Empathy as the basis of doctor-patient communication: the current state of the problem. Psikhologiya. Istoriko-kriticheskie obzory i sovremennye issledovaniya 2019; 8 (3–1): 119–138. EDN: JIOZZG (in Russian).
  16. Henschel A., Hortensius R., Cross E.S. Social Cognition in the Age of Human-Robot Interaction. Trends in Neurosciences. 2020; 43 (6): 373–384. doi: 10.1016/j.tins.2020.03.013
  17. Frank C., Kraeutner S.N., Rieger M., Lo L., Sigrist R., Holmes P.S. Learning motor actions via imagery–perceptual or motor learning? Psychological Research. 2024; 88: 1820–1832. doi: 10.1007/s00426-022-01787-4
  18. Yalçın Ö.N., DiPaola S. Modeling empathy: building a link between affective and cognitive processes. Artif. Intell. Rev. 2020; 53: 2983–3006. doi: 10.1007/s10462-019-09753-0
  19. Bru-Luna L.M., Martí-Vilar M., Merino-Soto C., Cervera-Santiago J.L. Emotional Intelligence Measures: A Systematic Review. Healthcare. 2021; 9 (12): 1696. doi: 10.3390/healthcare9121696
  20. Seyitoğlu F., Ivanov S. Robots and emotional intelligence: A thematic analysis. Technology in Society 2024; 77. doi: 10.1016/j.techsoc.2024.102512
  21. Liew T.W., Pang W.M., Leow M.C., Tan S.M. Anthropomorphizing malware, bots, and servers with human-like images and dialogues: the emotional design effects in a multimedia learning environment. Smart Learn. Environ 2022; 9: 5. doi: 10.1186/s40561-022-00187-w
  22. Baksh F., Zorec M.B., Kruusamäe K. Open-Source Robotic Study Companion with Multimodal Human–Robot Interaction to Improve the Learning Experience of University Students. Applied Sciences 2024; 14 (13): 5644. doi: 10.3390/app14135644
  23. Szabóová M., Sarnovský M., Maslej Krešňáková V., Machová K. Emotion Analysis in Human–Robot Interaction. Electronics 2020; 9 (11): 1761. doi: 10.3390/electronics9111761
  24. Toichoa Eyam A., Mohammed W.M., Martinez Lastra J.L. Emotion-Driven Analysis and Control of Human-Robot Interactions in Collaborative Applications. Sensors 2021; 21 (14): 4626. doi: 10.3390/s21144626
  25. Alsharari N.M., Alshurideh M.T. Student retention in higher education: the role of creativity, emotional intelligence and learner autonomy. International Journal of Educational Management 2021; 35: 233–247. doi: 10.1108/IJEM-12-2019-0421
  26. Shafait Z., Yuming Z., Meyer N., Sroka W. Emotional Intelligence, Knowledge Management Processes and Creative Performance: Modelling the Mediating Role of Self-Directed Learning in Higher Education. Sustainability 2021; 13 (5): 2933. doi: 10.3390/su13052933
  27. Morgante E., Susinna C., Culicetto L., Quartarone A., Lo Buono V. Is it possible for people to develop a sense of empathy toward humanoid robots and establish meaningful relationships with them? Frontiers in Psychology 2024; 15: 1391832. doi: 10.3389/fpsyg.2024. 1391832
  28. Bandura A., Ross D., Ross S.A. Transmission of aggressions through imitation of aggressive models. Journal of Abnormal and Social Psychology 1961; 63: 575–582. doi: 10.1037/h0045925
  29. Khozin K., Tobroni T., Rozza D.S. Implementation of Albert Bandura’s Social Learning Theory in Student Character Development. International Journal of Advanced Multidisciplinary 2024; 3 (1): 102–112. doi: 10.38035/ijam.v3i1.543
  30. Ziouzios D., Rammos D., Bratitsis T., Dasygenis M. Utilizing Educational Robotics for Environmental Empathy Cultivation in Primary Schools. Electronics 2021; 10 (19): 2389. doi: 10.3390/electronics10192389
  31. Konijn E.A., Hoorn J.F. Differential Facial Articulacy in Robots and Humans Elicit Different Levels of Responsiveness, Empathy, and Projected Feelings. Robotics 2020; 9 (4): 92. doi: 10.3390/robotics9040092
  32. Eldardeer O., Gonzalez-Billandon J., Grasse L., Tata M., Rea F. A Biological Inspired Cognitive Framework for Memory-Based Multi-Sensory Joint Attention in Human-Robot Interactive Tasks. Front. Neurorobot 2021; 15: 648595. doi: 10.3389/fnbot.2021.648595
  33. Oberauer K. Working Memory and Attention – A Conceptual Analysis and Review. J. Cogn. 2019; 2 (1): 36. doi: 10.5334/joc.58
  34. Dong A., Jong M.S., King R.B. How Does Prior Knowledge Influence Learning Engagement? The Mediating Roles of Cognitive Load and Help-Seeking. Front. Psychol. 2020; 11: 591203. doi: 10.3389/fpsyg.2020.591203
  35. Chia K.H., Tan D.M.K. Neural correlates of the big five personality traits: Understanding the brain basis of openness, conscientiousness, extroversion, agreeableness, and neuroticism. The Asian Educational Therapist 2024; 2 (2): 43–59.
  36. Forgas-Coll S., Huertas-Garcia R., Andriella A., Andriella S. Does the Personality of Consumers Influence the Assessment of the Experience of Interaction with Social Robots? Int. J. of Soc. Robotics 2024; 16: 1167–1187. doi: 10.1007/s12369-022-00935-5
  37. Trentini C., Tambelli R., Maiorani S., Lauriola M. Gender Differences in Empathy During Adolescence: Does Emotional Self-Awareness Matter? Psychological Reports 2022; 125 (2): 913–936. doi: 10.1177/0033294120976631
  38. Chang W., Wang H., Yan G., Lu Z., Liu C., Hua C. EEG based functional connectivity analysis of human pain empathy towards humans and robots. Neuropsychologia 2021; 151: 107695. doi: 10.1016/j.neuropsychologia. 2020.107695
  39. Chin J.H., Haring K.S., Kim P. Understanding the neural mechanisms of empathy toward robots to shape future applications. Front. Neurorobot 2023; 17: 1145989. doi: 10.3389/fnbot.2023.1145989
  40. Huang T.-X., Ishi H., Sato-Shimokawara E., Yamaguchi T. Observation of Robots with Different Expressions on Education Application Towards Entrainment Robots. Journal of Japan Society for Fuzzy Theory and Intelligent Informatics 2022; 34: 522–526. doi: 10.3156/jsoft.34.1_522
  41. Staffa M., D'Errico L., Sansalone S., Alimardani M. Classifying human emotions in HRI: applying global optimization model to EEG brain signals. Front. Neurorobot 2023; 17: 1191127. doi: 10.3389/fnbot.2023.1191127
  42. Malinowska J.K. Can I Feel Your Pain? The Biological and Socio-Cognitive Factors Shaping People’s Empathy with Social Robots. Int. J. of Soc. Robotics 2022; 14: 341–355. doi: 10.1007/s12369-021-00787-5
  43. Spatola N., Wudarczyk O.A. Ascribing emotions to robots: Explicit and implicit attribution of emotions and perceived robot anthropomorphism. Computers in Human Behavior 2021; 124: 106934. doi: 10.1016/j.chb.2021.106934
  44. Маликова Т.В., Новикова Т.О., Пирогова Д.Г. Переживание утраты детьми дошкольного возраста. Педиатрия 2018; 9: 111–117. doi: 10.17816/PED96111-117 / Malikova T.V., Novikova T.O., Pirogov D.G. Grief and bereavement of preschool children. Pediatrician (St. Petersburg) 2018; 9: 111–117. doi: 10.17816/PED96111-117 (in Russian).
  45. Kim B., de Visser E., Phillips E. Two uncanny valleys: Re-evaluating the uncanny valley across the full spectrum of real-world human-like robots. Computers in Human Behavior 2022; 135: 107340. doi: 10.1016/j.chb.2022.107340
  46. Янушевич О.О., Ташкинов А.А., Минаева Н.В., Арутюнов С.Д., Асташина Н.Б., Байдаров А.А., Безукладников И.И., Южаков А.А. Стоматологический антропоморфный робот. Новая эра в имитации врачебных манипуляций и клинического приема. CATHEDRA – КАФЕДРА. Стоматологическое образование 2021; (78): 54–57. EDN: USYKQC / Yanushevich O.O., Tashkinov A.A., Minaev N.V., Arutyunov S.D., Astashina N.B., Baidarov A.A., Bezukladnikov I.I., Yuzhakov A.A. Dental anthropomorphic robot. A new era in simulating medical procedures and clinical reception. CATHEDRA – KAFEDRA. Stomatologicheskoe obrazovanie 2021; (78): 54–57. EDN: USYKQC (in Russian).
  47. Bandura A., Ross D., Ross S.A. Transmission of aggressions through imitation of aggressive models. Journal of Abnormal and Social Psychology 1961; 63: 575–582.
  48. Alam B.F., Bashir R., Nayab T., Hussain T., Babar B.Z., Jan S.H., Fahim F. Evaluating empathy level amongst the dental students using jefferson scale of physician empathy- health professional students. BMC Oral Health. 2024; 24: 516. doi: 10.1186/s12903-024-04267-w

Supplementary files

Supplementary Files
Action
1. JATS XML
Download

Copyright (c) 2024 Eco-Vector


СМИ зарегистрировано Федеральной службой по надзору в сфере связи, информационных технологий и массовых коммуникаций (Роскомнадзор).
Регистрационный номер и дата принятия решения о регистрации СМИ: серия ЭЛ № ФС 77 - 75489 от 05.04.2019 г.