Authors:
(1) Devasena Pasupuleti, AMMACHI Labs, Amrita Vishwa Vidyapeetham, Kollam, Kerala, 690525, India (pdevasena835@gmail.com);
(2) Sreejith Sasidharan, AMMACHI Labs, Amrita Vishwa Vidyapeetham, Kollam, Kerala, 690525, India ssreejith172@gmail.com);
(3) Rajesh Sharma, Spire Animation Studios, Los Angeles, California, 91403, United States of America (rajesh.k.sharma@gmail.com);
(4) Gayathri Manikutty, AMMACHI Labs, Amrita Vishwa Vidyapeetham, Kollam, Kerala, 690525, India (gayathri.manikutty@ammachilabs.org). Editor's note: This is Part of 2 of 7 a study detailing the development of a gaming platform to teach proper hand hygiene practises to children. Read the rest below. Table of Links Abstract and I. Introduction
II. The Casa Paradigm and Gamification
III. Land of Hands: The Game
IV. Methods
V. User Study
VI. Results
VII. Discussion


VIII. Conclusion


IX. Acknowledgments and References II. THE CASA PARADIGM AND GAMIFICATION The CASA Paradigm which stands for “Computers As Social Actors” [12] along with the Media Equation theory [13] refer to humans treating computers or any software interfaces as fellow humans by displaying characteristic traits such as politeness, assigning gender, etc [13], [14]. This behavior is similar to humans’ anthropomorphic interpretations of social robots [15]. Evidence from prior research supports that the CASA/media equation theory has been increasingly relevant to the domain of HRI [16], [17]. To facilitate long-term interactions with social robots and improve engagement and retention, elements from the CASA paradigm can be applied to certain gamification principles. This can help in eliminating challenges that the domain of HRI faces such as predictability, lack of excitement and repetitive design of robots [15]. Blending gamification principles and the CASA paradigm together can lead to a more enhanced and positive learning outcome for children. Certain gamification elements such as a rich story narrative, a relevant theme, desirable end-goal, point rewards, and social interaction between the robot and the player set the ground for players to treat social robots as fellow players (social actors) and create continuous engagement opportunities for players [18], [19], [20], [21]. By playing with one another on the same team to complete a particular task within a given period, players might feel more motivated and encouraged to interact with robots. Including relevant narratives and a storyline that players can relate to, can help increase the player’s immersion and engagement in the game [22]. Having a theme-relevant multi-level game where the robot delivers frequent positive feedback whenever the player successfully progresses to the next task enjoyably promotes further content learning for the players. Keeping this in mind we applied certain game elements to the CASA paradigm as discussed above to create a unique educational gaming platform on hand hygiene that helps facilitate learning in children and encourages engagement with a social robot during play. This paper is available on arxiv under CC BY-NC-ND 4.0 DEED license. Authors: (1) Devasena Pasupuleti, AMMACHI Labs, Amrita Vishwa Vidyapeetham, Kollam, Kerala, 690525, India (pdevasena835@gmail.com); (2) Sreejith Sasidharan, AMMACHI Labs, Amrita Vishwa Vidyapeetham, Kollam, Kerala, 690525, India ssreejith172@gmail.com); (3) Rajesh Sharma, Spire Animation Studios, Los Angeles, California, 91403, United States of America (rajesh.k.sharma@gmail.com); (4) Gayathri Manikutty, AMMACHI Labs, Amrita Vishwa Vidyapeetham, Kollam, Kerala, 690525, India (gayathri.manikutty@ammachilabs.org). Authors: Authors: (1) Devasena Pasupuleti, AMMACHI Labs, Amrita Vishwa Vidyapeetham, Kollam, Kerala, 690525, India (pdevasena835@gmail.com); (2) Sreejith Sasidharan, AMMACHI Labs, Amrita Vishwa Vidyapeetham, Kollam, Kerala, 690525, India ssreejith172@gmail.com); (3) Rajesh Sharma, Spire Animation Studios, Los Angeles, California, 91403, United States of America (rajesh.k.sharma@gmail.com); (4) Gayathri Manikutty, AMMACHI Labs, Amrita Vishwa Vidyapeetham, Kollam, Kerala, 690525, India (gayathri.manikutty@ammachilabs.org). Editor's note: This is Part of 2 of 7 a study detailing the development of a gaming platform to teach proper hand hygiene practises to children. Read the rest below. Editor's note: This is Part of 2 of 7 a study detailing the development of a gaming platform to teach proper hand hygiene practises to children. Read the rest below. Editor's note: This is Part of 2 of 7 a study detailing the development of a gaming platform to teach proper hand hygiene practises to children. Read the rest below. Editor's note: This is Part of 2 of 7 a study detailing the development of a gaming platform to teach proper hand hygiene practises to children. Read the rest below. Table of Links Abstract and I. Introduction II. The Casa Paradigm and Gamification III. Land of Hands: The Game IV. Methods V. User Study VI. Results VII. Discussion


VIII. Conclusion


IX. Acknowledgments and References Abstract and I. Introduction Abstract and I. Introduction II. The Casa Paradigm and Gamification II. The Casa Paradigm and Gamification III. Land of Hands: The Game III. Land of Hands: The Game IV. Methods IV. Methods V. User Study V. User Study VI. Results VI. Results VII. Discussion VIII. Conclusion


IX. Acknowledgments and References VII. Discussion VIII. Conclusion IX. Acknowledgments and References VIII. Conclusion VIII. Conclusion IX. Acknowledgments and References IX. Acknowledgments and References II. THE CASA PARADIGM AND GAMIFICATION The CASA Paradigm which stands for “Computers As Social Actors” [12] along with the Media Equation theory [13] refer to humans treating computers or any software interfaces as fellow humans by displaying characteristic traits such as politeness, assigning gender, etc [13], [14]. This behavior is similar to humans’ anthropomorphic interpretations of social robots [15]. Evidence from prior research supports that the CASA/media equation theory has been increasingly relevant to the domain of HRI [16], [17]. To facilitate long-term interactions with social robots and improve engagement and retention, elements from the CASA paradigm can be applied to certain gamification principles. This can help in eliminating challenges that the domain of HRI faces such as predictability, lack of excitement and repetitive design of robots [15]. Blending gamification principles and the CASA paradigm together can lead to a more enhanced and positive learning outcome for children. Certain gamification elements such as a rich story narrative, a relevant theme, desirable end-goal, point rewards, and social interaction between the robot and the player set the ground for players to treat social robots as fellow players (social actors) and create continuous engagement opportunities for players [18], [19], [20], [21]. By playing with one another on the same team to complete a particular task within a given period, players might feel more motivated and encouraged to interact with robots. Including relevant narratives and a storyline that players can relate to, can help increase the player’s immersion and engagement in the game [22]. Having a theme-relevant multi-level game where the robot delivers frequent positive feedback whenever the player successfully progresses to the next task enjoyably promotes further content learning for the players. Keeping this in mind we applied certain game elements to the CASA paradigm as discussed above to create a unique educational gaming platform on hand hygiene that helps facilitate learning in children and encourages engagement with a social robot during play. This paper is available on arxiv under CC BY-NC-ND 4.0 DEED license. This paper is available on arxiv under CC BY-NC-ND 4.0 DEED license. available on arxiv

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