为你，而非为所有人：机器人辅导中关键反馈的旁观者感知传递

Robots in shared settings may expose information intended for an individual user to nearby bystanders. Robot tutoring makes this concern particularly salient: critical feedback is directed at an individual learner, yet bystanders may overhear or see it. To address this, we compared context-invariant and context-adaptive robot behaviors in a between-subjects study with 40 participants. Following an initial phase without a bystander, a bystander entered the setting. Participants then received two scripted critical feedback messages concerning their pronunciation and handwriting, independent of their actual performance. With the context-invariant behavior, the robot tutor delivered both messages aloud. With the context-adaptive behavior, the robot tutor scanned for the bystander, turned its body and display away after detecting them, gave a spoken attention cue, and presented the same feedback messages silently on its display. Participants rated the robot tutor higher in perceived privacy awareness and perceived social competence in the context-adaptive condition than in the context-invariant condition, while evidence for reduced experienced embarrassment was inconclusive. These findings inform the design and evaluation of robots that respond to bystander presence by adapting how they communicate potentially sensitive information.

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