Increasing Telepresence Robot Operator Awareness of Speaking Volume Appropriateness

Rueben, Matthew; Groechel, Thomas R.; Zhang, Yulun; Matarić, Maja J.; Ragusa, Gisele

doi:10.1145/3371382.3378388

Cited by 3 publications

(6 citation statements)

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“…This work presents an evaluation of a simple feed-forward listener comprehension model we developed specifically for K-12 students that uses both distance and ambient noise [43]. The model was trained using data collected from the same telepresence robot system we used in this work, capturing its microphone, speaker, and audio transmission characteristics.…”

Section: Related Work 21 Feed-forward Models Of Listener Comprehensionmentioning

confidence: 99%

“…This work presents an evaluation of an intervention described by Rueben et al [43]: an icon positioned above the face of each potential listener that indicates whether the robot operator's speech is loud enough to be intelligible to them. In contrast to the visual feedback used by Paepcke et al [39] and Kimura et al [24], our system displays feedback for each potential listener, and does so above each of their faces in the video image for visual salience.…”

Section: Speech Intelligibility Interventions For Telepresence Systemsmentioning

confidence: 99%

“…The development of our speech intelligibility feedback system has been described in detail by Rueben et al [43]. The system provides the robot operator with real-time visual feedback designed to minimize distraction from the ongoing conversation.…”

Section: Model-driven Feedback About Speech Intelligibilitymentioning

confidence: 99%

“…We evaluated a different approach: giving the robot operator visual feedback about their speech intelligibility. Our system [43] displays visual feedback on the operator's interface about multiple potential listeners based on a data-driven model of speech intelligibility. This system was deployed with two homebound K-12 students for several weeks-the first deployment of a speech intelligibility feedback system in the K-12 context.…”

Section: Introductionmentioning

confidence: 99%

“…This work makes two complementary contributions-an evaluation of a speech intelligibility feedback system and an analysis of listeners' comprehension cues-as part of a larger study of how telepresence robots can help homebound K-12 students stay connected to their classrooms [7,8,[15][16][17]43]. Both contributions are firsts for telepresence in the K-12 classroom, and our findings also provide insights for the other telepresence applications mentioned above: homes, hospitals, workplaces, museums, and conferences.…”

Section: Introductionmentioning

confidence: 99%

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Long-Term, in-the-Wild Study of Feedback about Speech Intelligibility for K-12 Students Attending Class via a Telepresence Robot

Rueben

Syed

London

et al. 2021

Proceedings of the 2021 International Conference on Multimodal Interaction

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Telepresence robots offer presence, embodiment, and mobility to remote users, making them promising options for homebound K-12 students. It is difficult, however, for robot operators to know how well they are being heard in remote and noisy classroom environments. One solution is to estimate the operator's speech intelligibility to their listeners in order to provide feedback about it to the operator. This work contributes the first evaluation of a speech intelligibility feedback system for homebound K-12 students attending class remotely. In our four long-term, in-the-wild deployments we found that students speak at different volumes instead of adjusting the robot's volume, and that detailed audio calibration and network latency feedback are needed. We also contribute the first findings about the types and frequencies of multimodal comprehension cues given to homebound students by listeners in the classroom. By annotating and categorizing over 700 cues, we found that the most common cue modalities were conversation turn timing and verbal content. Conversation turn timing cues occurred more frequently overall, whereas verbal content cues contained more information and might be the most frequent modality for negative cues. Our work provides recommendations for telepresence systems that could intervene to ensure that remote users are being heard.

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Section: Related Work 21 Feed-forward Models Of Listener Comprehensionmentioning

confidence: 99%

Section: Speech Intelligibility Interventions For Telepresence Systemsmentioning

confidence: 99%

Section: Model-driven Feedback About Speech Intelligibilitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Long-Term, in-the-Wild Study of Feedback about Speech Intelligibility for K-12 Students Attending Class via a Telepresence Robot

Rueben

Syed

London

et al. 2021

Proceedings of the 2021 International Conference on Multimodal Interaction

Self Cite

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Exploring Challenges in Remote Communication: Comparing Teleconferencing Software and Telepresence Robots Usage in Higher Education

Talisainen,

Leoste,

Virkus

2024

Lecture Notes in Networks and Systems

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Exploring the power of telepresence: enhancing education through telepresence robots

Kasuk,

Virkus

2023

ILS

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Purpose This study aims to enhance the understanding of the current research landscape regarding the utilisation of telepresence robots (TPRs) in education. Design/methodology/approach The bibliometric and thematic analysis of research publications on TPRs was conducted using papers in the Scopus database up to 2023. The final analysis focused on 53 papers that adhered to the selection criteria. A qualitative analysis was performed on this set of papers. Findings The analysis found a rising trend in TPR publications, mostly from the USA as conference papers and journal articles. However, these publications lacked technology integration frameworks, acceptance models and specific learning design models. TPRs have proven effective in various learning environments, fostering accessible education, better communication, engagement and social presence. TPRs can bridge geographical gaps, facilitate knowledge sharing and promote collaboration. Obstacles to implementation include technical, physical, social and emotional challenges. Publications were grouped into four thematic categories: didactic methods of using TPRs, TPRs for educational inclusivity, TPR as a teacher mediator and challenges in using TPRs. Despite the significant potential of TPRs, their broader adoption in education is still facing challenges. Research limitations/implications This research solely analysed research papers in the Scopus database, limiting TPR publications with the keywords “telepresence robots”, “learning”, “teaching” and “education”, excluding studies with different other keywords. Originality/value This study enhances understanding of TPR research in education, highlighting its pedagogical implications. It identifies a gap in the inclusion of technology integration frameworks, acceptance models and learning design models, indicating a need for further research and development.

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Increasing Telepresence Robot Operator Awareness of Speaking Volume Appropriateness

Cited by 3 publications

References 1 publication

Long-Term, in-the-Wild Study of Feedback about Speech Intelligibility for K-12 Students Attending Class via a Telepresence Robot

Long-Term, in-the-Wild Study of Feedback about Speech Intelligibility for K-12 Students Attending Class via a Telepresence Robot

Exploring Challenges in Remote Communication: Comparing Teleconferencing Software and Telepresence Robots Usage in Higher Education

Exploring the power of telepresence: enhancing education through telepresence robots

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