Socially intelligent robots: dimensions of human–robot interaction

Abstract

Social intelligence in robots has a quite recent history in artificial intelligence and robotics. However, it has become increasingly apparent that social and interactive skills are necessary requirements in many application areas and contexts where robots need to interact and collaborate with other robots or humans. Research on human-robot interaction (HRI) poses many challenges regarding the nature of interactivity and 'social behaviour' in robot and humans. The first part of this paper addresses dimensions of HRI, discussing requirements on social skills for robots and introducing the conceptual space of HRI studies. In order to illustrate these concepts, two examples of HRI research are presented. First, research is surveyed which investigates the development of a cognitive robot companion. The aim of this work is to develop social rules for robot behaviour (a 'robotiquette') that is comfortable and acceptable to humans. Second, robots are discussed as possible educational or therapeutic toys for children with autism. The concept of interactive emergence in human-child interactions is highlighted. Different types of play among children are discussed in the light of their potential investigation in human-robot experiments. The paper concludes by examining different paradigms regarding 'social relationships' of robots and people interacting with them.

Sollten Assistenzroboter eine „Persönlichkeit“ haben?

“…Mensch-Roboter-Interaktion oder "human-robot interaction" (HRI) ist ein junges Forschungsgebiet [3,5], das zunehmend auch im "Ambient/active assisted living"(AAL)-Bereich an Bedeutung gewinnt [10]. Assistive Roboter, die die Selbstständigkeit und Sicherheit älterer Menschen unterstützen sollen, sind trotz umfassender Visionen in der Praxis meist noch sehr teuer sowie hinsichtlich Funktionalität, Robustheit und Alltagstauglichkeit deutlich eingeschränkt [19].…”

The MuMMER Project: Engaging Human-Robot Interaction in Real-World Public Spaces

“…For example, demand for SoftBank Robotics' Pepper robot has been so high in Japan that, since July 2015, each monthly run of 1000 units has sold out in under a minute [18]; also, the Jibo robot broke records on the crowdfunding site Indiegogo in July 2014 when it raised US$1million in less than a week [1]. This form of socially intelligent HRI [7] has therefore received a particular focus in recent years. However, while the hardware capabilities of such robots are increasing rapidly, the software development has not kept pace: even with the most recent technological developments, the most advanced such robots have generally supported limited, scripted interactions, often relying on a human operator to help with input processing and/or appropriate behaviour selection.…”

Arquitetura de controle inteligente para interação humano-robô

“…A área dedicada ao desenvolvimento de sistemas robóticos que colaboram com as pessoas para realizar tarefas é conhecida como interação humano-robô e é fundamentada por diferentes áreas, como as ciências cognitivas, psicologia, biologia e a etologia (BURKE et al, 2004;DAUTENHAHN, 2007;GOODRICH;SCHULTZ, 2007 (BAJRACHARYA et al, 2008;INFANTES et al, 2010;RAM et al, 1994;SAFFIOTTI, 1997;TANI, 1996), envolvendo tanto aprendizado por reforço quanto supervisionado. Para a IHR, o aprendizado se preocupa com o problema de ensinar o robô a realizar uma tarefa ou em aprender as características do usuário.…”

“…Nesta área, o uso de robôs sociais assistivos é relevante, visto que podem auxiliar tanto no tratamento da disfunção, quanto na inclusão social do sujeito. De fato, estes robôs têm sido aplicados com êxito em exercícios de reabilitação (REINKENSMEYER et al, 2001; URIBE-QUEVEDO, 2011), para a interação com crianças com Transtorno do Espectro Autista (TEA) (COECKELBERGH et al, 2015;DAUTENHAHN;BILLARD, 2002;DUQUETTE et al, 2007;IACONO et al, 2011;KIM, Elizabeth et al, 2012;KIM, Elizabeth S. et al, 2013;CLAVET, 2001;ROBINS, B. et al, 2005;ROBINS, Ben et al, 2010;WERRY;DAUTENHAHN, 1999), inclusão social para crianças com deficiências motoras severas (VALADÃO et al, 2011), e robôs de companhia para auxiliar pessoas com deficiência (REMAZEILLES et al, 2008). Consequentemente, a pertinência dessa área e o sucesso de iniciativas correlatas subsidiaram o desenvolvimento de um estudo de caso sobre o uso de robótica social assistiva como ferramenta auxiliar para educação especial de crianças com TEA, para o qual a organização da arquitetura de controle inteligente foi utilizada e avaliada.…”

“…O uso da robótica social assistiva para a terapia de crianças com TEA tem obtido resultados positivos (COECKELBERGH et al, 2015;DAUTENHAHN;BILLARD, 2002;DUQUETTE et al, 2007;GOULART, Christiane et al, 2014;GOULART, C.M. et al, 2014;IACONO et al, 2011;KIM, Elizabeth et al, 2012;KIM, Elizabeth S. et al, 2013;CLAVET, 2001;ROBINS, B. et al, 2005;ROBINS, Ben et al, 2010;WERRY;DAUTENHAHN, 1999).…”