REMind: A Robot Role-Playing Game To Promote Bystander Intervention

Abstract

Peer bullying is a pervasive social problem, with bystanders' inaction being a critical challenge despite widespread disapproval of bullying. Effective intervention strategies must move beyond explanation-based instruction to facilitate embodied situated learning. This dissertation explores how social robots can serve as mediators for applied drama to foster prosocial bystander intervention in the context of peer bullying. It introduces Robot-Mediated Applied Drama (RMAD): an innovative framework that integrates drama-based pedagogy with social robotics to create safe, reflective, and embodied learning experiences.

Using a Research through Design (RtD) methodology, this work advances through an iterative sequence of design studies that culminate in the development and evaluation of REMind (short for Robots Empowering Minds): a mixed-reality role-playing game where children engage in dramatized bullying scenarios performed by social robots. In REMind, three robots enact a conflict involving a bully, a victim, and a passive bystander. Players are invited to assume control of robotic avatar, reflect on the unfolding narrative, and improvise an intervention by using the robot as a proxy in order to change the story’s outcome. Through this structure, children rehearse bystander intervention strategies within a psychologically safe, yet emotionally engaging environment.

The iterative design process of REMind unfolded across complementary empirical inquiries. A crowdsourced feasibility study first established that observers perceive aggression toward robots as morally wrong, validating the viability of using robots in the intervention. A narrative co-design study with children revealed storytelling patterns such as preferences for emotionally expressive and customizable robot characters. Interviews with teachers grounded the design in classroom realities, identifying gaps in existing programs. A game design focus group study further examined what makes educational robot role-play games pleasurable for children, leading to identifying concrete design elements that informed REMind’s interactive components such as core mechanics, use of tangible props, world aesthetics and narrative structure.

This dissertation presents the resulting artifact, REMind, as a system consisting of five interconnected components: Learning Goals, Mechanics, Narrative, Technology, and Aesthetics. The learning goals were defined through consultation with subject-matter experts to ensure grounding in evidence-based best practices. By deliberate aligning the game pleasures identified in prior studies with the learning objectives, REMind introduces a suite of game mechanics that scaffold socio-emotional skills (such as robot-mediated spect-actorship or "puppet mode" for moral intervention, interpretation of immersive affective displays for empathy-training and perspective taking, and custom-made logic-gate puzzles for moral reasoning). Narrative design is scaffolded by borrowing a five-step cognitive model of bystander intervention from social psychology. The technical implementation is realized through StorySync, a novel spreadsheet-based scripting toolkit developed to synchronize multimodal cues (including multiple robots, graphical interfaces, ambient lighting, and sound) and manage narrative branching for live interactive robot drama. Finally, the aesthetic elements leverages emotional design, ambient cues, and digital scenography to create an emotionally resonant learning experience. This concrete high-fidelity prototype serves as a proof of concept for RMAD.

This research contributes a theoretical and practical foundation for designing robot-mediated experiential learning systems, offering RMAD as a new direction for social robotics and educational technology. It further illustrates how embodied storytelling and interactive systems design might cultivate reflective, prosocial action in a complex domain of social-emotional learning. More broadly, it advocates for a shift in Human-Robot Interaction (HRI) research toward systems thinking, positioning game design as a powerful systems lens for creating and analyzing holistic user experiences.