Interaction between humans, NAO robot and multiple cameras for colored objects recognition using information fusion

Nguyen, Thanh-Long; Boukezzoula, Reda; Coquin, Didier; Benoit,; Perrin, Stéphane

doi:10.1109/hsi.2015.7170687

Cited by 5 publications

(1 citation statement)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The first strategy relies on providing children tasks they have to perform in the learning environment, such as placing “a toy cow behind a tree” when teaching spatial language. This, however, requires the visual object recognition on the robot to work well, which is only the case when the scene contains a limited set of distinctively recognizable objects, such as distinctly colored objects (Nguyen et al, 2015 ). A potential solution explored in our project is to use objects with build-in RFID sensors that can be tracked automatically.…”

Section: Designing Child-robot Interactionsmentioning

confidence: 99%

Child-Robot Interactions for Second Language Tutoring to Preschool Children

Vogt

Haas

Jong

et al. 2017

Front. Hum. Neurosci.

View full text Add to dashboard Cite

In this digital age social robots will increasingly be used for educational purposes, such as second language tutoring. In this perspective article, we propose a number of design features to develop a child-friendly social robot that can effectively support children in second language learning, and we discuss some technical challenges for developing these. The features we propose include choices to develop the robot such that it can act as a peer to motivate the child during second language learning and build trust at the same time, while still being more knowledgeable than the child and scaffolding that knowledge in adult-like manner. We also believe that the first impressions children have about robots are crucial for them to build trust and common ground, which would support child-robot interactions in the long term. We therefore propose a strategy to introduce the robot in a safe way to toddlers. Other features relate to the ability to adapt to individual children’s language proficiency, respond contingently, both temporally and semantically, establish joint attention, use meaningful gestures, provide effective feedback and monitor children’s learning progress. Technical challenges we observe include automatic speech recognition (ASR) for children, reliable object recognition to facilitate semantic contingency and establishing joint attention, and developing human-like gestures with a robot that does not have the same morphology humans have. We briefly discuss an experiment in which we investigate how children respond to different forms of feedback the robot can give.

show abstract

Section: Designing Child-robot Interactionsmentioning

confidence: 99%