Design of Robots Used as Education Companion and Tutor

Causo, Albert; Vo, Giang Truong; Chen, I‐Ming; Yeo, Song Huat

doi:10.1007/978-3-319-22368-1_8

Cited by 41 publications

(22 citation statements)

References 16 publications

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“…However, due to significant advances in new technologies, robots now have design elements that allow them to socially interact and communicate intelligently with humans in roles such as friends, companions, and tutors (Toh, Causo, Tzuo, Chen, & Yeo, 2016;Vogt, de Haas, de Jong, Baxter., & Krahmer, 2017). The use of these intelligent and social machines are gaining popularity across the globe (Causo, Vo, Chen & Yeo, 2016;Deublein, Pfeifer, Merbach, Bruckner, Mengelkamp, & Lugrin, 2018) and they are defined as "an autonomous or semiautonomous robot that interacts and communicates with humans by following the behavioural norms expected by the people with whom the robot is intended to interact" (Bartneck & Forlizzi, 2004, p. 592). Since the mid-2000s robots have become anthropomorphised with faces, arms, and legs, and mobile computer devices such as touch screen tablets attached to their chests (e.g., iRobiQ, Pepper Robot).…”

Section: Introductionmentioning

confidence: 99%

“…Since the mid-2000s robots have become anthropomorphised with faces, arms, and legs, and mobile computer devices such as touch screen tablets attached to their chests (e.g., iRobiQ, Pepper Robot). Social robots can be humanoid (e.g., NAO and Asimo are built in the form of a small child and have bipedal mobility for walking and dancing), semi-humanoid (e.g., Tiro and Robovie have a lower body that uses wheels to move around), and pet like (e.g., Pleo and DragonBot have fur and skin coverings) (Causo et al, 2016). To facilitate their interaction and communication with humans, social robots have a range of sensory features such as visual recognition via inbuilt cameras, speech production and recognition, and movement sensors.…”

Section: Introductionmentioning

confidence: 99%

“…They are also used in educational settings and provide interactive and engaging learning experiences for students and teachers (Belpaeme, Kennedy, Ramachandran, Scassellati, & Tanaka, 2018;Kubilinskiene, Zilinskiene, Dagiene, & Sinkevictius, 2017;Papert, 1993) and support student learning in curriculum areas such as math and science (Causo et al, 2016), and language (van den Berghe & Verhagen, 2019). Furthermore, Hameed et al (2018) showed that social robots could attract student attention and assist them in learning new words and technical terms and can help children practice reading books at home (Michaelis & Mutlu, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…In particular, the application of social robots in education opens avenues for using these tools to support early childhood education and learning (Mubin, Stevens, Shahid, Mahmud & Dong, 2013;Toh et al, 2016). Researchers have argued that social robots appeal to young children because they provide a whole physical response experience (physical embodiment) which is difficult to gain with personal computers (Causo et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Social Robots and Young Children’s Early Language and Literacy Learning

Neumann

2019

Early Childhood Educ J

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Due to recent advances in technology, social robots are emerging as educational tools with the potential to enhance early language and literacy skills in young children. Social robots are defined as machines that can socially interact and communicate intelligently with humans. A review of the literature was conducted to explore current knowledge on social robots and early language and literacy learning in typically developing children (0 to 8 years old). The database search terms were "social robots" AND (literacy OR language) AND "education". Twelve databases were searched and 13 studies met the search criteria. Five key themes were identified: A theoretical framework for learning with social robots; Child engagement with social robots; Social robots and language and literacy activities; Social robots and language and literacy learning; and Characteristics of social robots for education. Few studies were found that specifically addressed social robots and early literacy learning. Although social robots were found to support early language learning, further research is needed to investigate social robots and early literacy learning in young children.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Social Robots and Young Children’s Early Language and Literacy Learning

Neumann

2019

Early Childhood Educ J

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“…The use of intelligent service robots has increased worldwide for elderly healthcare, (1)(2)(3) social assistance, (4) poststroke rehabilitation, (5)(6)(7) care giving, (8) long-term care, (9) personal assistance, (10,11) education, (12,13) entertainment, (14) service, (15)(16)(17) and disaster rescue. (18) Users can operate remote robots in campuses using the robot service network protocol.…”

Section: Introductionmentioning

confidence: 99%

Cloud-based Dialog Navigation Agent System for Service Robots

Chen¹,

Wu²,

Wang³

2019

Sensors and Materials

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The conventional human-robot interactions of robotic navigation systems must rely on strict language instructions and numerous button operations. In this study, a cloud-based dialog navigation agent (CDNA) system was designed for a campus navigation robot (CNR) that provides navigation services to students, school visitors, and people with impaired vision. The CDNA is based on a lightweight belief-desire-intention (BDI) software architecture (i.e., CellS, a cell-inspired efficient software framework), which is a goal-oriented and dynamic parallel framework. The proposed CDNA system has the following three primary functions: (1) conversational navigation service, (2) immediate path planning and path modification, and (3) location guide and place evaluation. The system can be applied to regional navigation guidance services such as campus tours. The CellS-based CDNA uses a natural language processing (NLP) technology to analyze the semantics of user statements and uses dialog to eliminate ambiguity in language to improve interaction with users. In this study, 15 items for three different navigation systems were evaluated, which demonstrated that the CDNA is advantageous in terms of interactivity and usability. The CellS-based CDNA can achieve an average speedup of 1.75 times in seven data sets. Therefore, the CDNA possesses the following advantages: high interactivity, high usability, and high performance.

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Therapeutic engagement in robot‐assisted psychological interventions: A systematic review

Riches

Azevedo

Vora

et al. 2021

Clin Psychology and Psychoth

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Purpose Therapeutic engagement is a key component of psychological interventions. Robot‐assisted psychological interventions appear to have therapeutic benefits for service users that are challenging to engage. However, engagement with robots in robot‐assisted psychological interventions is not well understood. The aim of this systematic review is to evaluate the quality of therapeutic engagement in robot‐assisted psychological interventions (PROSPERO: 122437). Methods Scopus, Web of Science, PsycInfo and Medline were searched until 15 January 2021 for studies which quantitatively evaluated therapeutic engagement in robot‐assisted psychological interventions. The Effective Public Health Practice Project (EPHPP) quality assessment tool was used to assess methodological dimensions of studies. Results 3647 studies were identified through database searching. Thirty studies (N = 1462), published between 2004 and 2020, and from 14 countries, were included. Robots were typically toy animals or humanoids and were used to provide support and improve wellbeing through social interaction. Studies primarily tested robots on older adults with dementia and children with autism and indicated positive therapeutic engagement. Twelve studies included a control group. EPHPP ratings were ‘strong’ (N = 1), ‘moderate’ (N = 10) and ‘weak’ (N = 19). Conclusions Therapeutic engagement between service users and robots is generally positive. Methodological limitations of studies, such as small sample sizes, and lack of control groups and longitudinal data, mean that the field is in early stages of its development and conclusions should be drawn with caution. There are important practical and ethical implications for policymakers to consider, such as responsible clinical practice and how service users may understand the therapeutic relationship with robots.

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Design of Robots Used as Education Companion and Tutor

Cited by 41 publications

References 16 publications

Social Robots and Young Children’s Early Language and Literacy Learning

Social Robots and Young Children’s Early Language and Literacy Learning

Cloud-based Dialog Navigation Agent System for Service Robots

Therapeutic engagement in robot‐assisted psychological interventions: A systematic review

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