New ubiquitous technologies and interaction paradigms can play a key role in facilitating social interaction processes among children. A class of systems named “enactive” aims to support fluid interaction between technology and people via feedback cycles — the effect of technology on the human agent is fed back by the human action on the technology — based on the use of data sensors. We have extended this concept in a long-term project on socioenactive systems, by emphasizing social aspects in the enactive phenomena. In this article, we investigate how a robot-based experience can promote social behavior among children in an educational context. The study was conducted in workshops with 26 children (4–5 years old), organized in two groups. The system scenario used a narrative based on an adaptation of the Little Red Riding Hood tale to investigate children's interaction in playing embodied-based situations. Data captured from video-recorded workshop sessions were analyzed post hoc using the Grounded Theory methods. In total, 26 interaction coding were identified, with a high interrater reliability assessed by Cohen's Kappa (k = 0.84). Our findings indicate that 50.5% of the children's actions were the result of children-children and group-robot interactions, compared to the 38% of children interacting individually with the robot. This indicates children's high degree of embodied peer collaboration and initiative to accomplish the tasks in the proposed scenario. These results contribute to inform the design and construction of future socioenactive systems.

新的无处不在的技术和互动范式可以在促进儿童之间的社会互动过程中发挥关键作用。一类名为“enactive”的系统旨在通过反馈循环支持技术与人之间的流畅交互——技术对人类代理的影响由人类对技术的行为反馈——基于数据传感器的使用。通过强调生成现象中的社会方面，我们在一个关于社会生成系统的长期项目中扩展了这个概念。在本文中，我们研究了基于机器人的体验如何在教育环境中促进儿童的社交行为。该研究是在研讨会上进行的，有 26 名儿童（4-5 岁），分为两组。系统场景使用改编自小红帽故事的叙事来调查儿童在玩具身情境中的互动。使用扎根理论方法对从视频录制的研讨会会话中捕获的数据进行了事后分析。总共确定了 26 个交互编码，由 Cohen's Kappa 评估的交互者间可靠性高（k  = 0 。84）。我们的研究结果表明 50 . 5% 的儿童动作是儿童与儿童和机器人组互动的结果，而 38% 的儿童单独与机器人互动。这表明儿童高度体现了同伴协作和主动完成提议场景中的任务。这些结果有助于为未来社会活动系统的设计和构建提供信息。