Students participate and evaluate the design and development of a social robot

Christodoulou, Panagiota; Reid, Alecia Adelaide May; Río, Carlos Rioja del; Fachantidis, Nikolaos

doi:10.1109/ro-man47096.2020.9223490

Cited by 10 publications

(4 citation statements)

References 37 publications

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“…Much research in this area aims to make the content proposed by the teacher more enjoyable by developing robotic behaviors that are meant to keep the student engaged. Leite et al (2015) designed a robot puppet show to engage young learners in an educational story, Martelaro et al (2016) designed a robot that encourages students to develop trust and companionship with their tutor, and Christodoulou et al (2020) designed a robot to give nonverbal feedback to students in response to quiz answers to keep them engaged with the testing material. In contrast, Davison et al (2020) took a different approach and developed the KASPAR robot to look like another student and deployed it in unsupervised interactions that were totally motivated by the student.…”

Section: Additional Targets Of Assistancementioning

confidence: 99%

“…Similarly, robots can use their behavior to suggest their internal emotional state. This strategy can increase rapport, fluidity and reception of a robot's assistance through emotive motions (Mok, 2016;Terzioglu et al, 2020) or giving the user feedback regarding a task's success through facial expressions (Reyes et al, 2016;Rahman, 2019a;Christodoulou et al, 2020). Using socially meaningful actions enables assistive robots to communicate with the user efficiently and fluidly.…”

Section: Human Brainmentioning

confidence: 99%

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Helping People Through Space and Time: Assistance as a Perspective on Human-Robot Interaction

2022

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As assistive robotics has expanded to many task domains, comparing assistive strategies among the varieties of research becomes increasingly difficult. To begin to unify the disparate domains into a more general theory of assistance, we present a definition of assistance, a survey of existing work, and three key design axes that occur in many domains and benefit from the examination of assistance as a whole. We first define an assistance perspective that focuses on understanding a robot that is in control of its actions but subordinate to a user’s goals. Next, we use this perspective to explore design axes that arise from the problem of assistance more generally and explore how these axes have comparable trade-offs across many domains. We investigate how the assistive robot handles other people in the interaction, how the robot design can operate in a variety of action spaces to enact similar goals, and how assistive robots can vary the timing of their actions relative to the user’s behavior. While these axes are by no means comprehensive, we propose them as useful tools for unifying assistance research across domains and as examples of how taking a broader perspective on assistance enables more cross-domain theorizing about assistance.

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Section: Additional Targets Of Assistancementioning

confidence: 99%

Section: Human Brainmentioning

confidence: 99%

Helping People Through Space and Time: Assistance as a Perspective on Human-Robot Interaction

2022

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“…Although it is outside of the current study's scope, in our knowledge, the design principles have also been used to shape a theory of designing an innovative SAR for education [95]. Following the traditional approach within the design science research [96], the developers built a prototype SAR for educational settings.…”

Section: The Validity Of the Design Principlesmentioning

confidence: 99%

Designing a Socially Assistive Robot for Education Through a Participatory Design Approach: Pivotal Principles for the Developers

Pnevmatikos

Fachantidis

2021

Int J of Soc Robotics

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Designing socially assistive robots (SARs) for educational purposes can be a challenging task for developers. Developers need to identify the combination of a particular set of features to include in the design of a SAR. Participatory design approaches can be a promising solution since stakeholders can suggest, through their involvement, the requirements that could meet their needs and expectations. Still, such approaches for designing a SAR for education are scattered and bewildering, focusing on aspects of the robot such as the role or the appearance. The current study aimed to map stakeholders' requirements regarding the design of a SAR exploited for educational purposes as well as to provide a set of guiding design principles for developers. A qualitative focus group discussion took place, and the participants were 127 (65 were female) stakeholders from five European countries, representing various affiliations in the field of education. A deductive qualitative content analysis approach revealed 121 themes of analysis, which fitted into 11 theory-driven categories regarding the use of the SARs in the class settings, their appearance, and their voice commands. Additionally, 46 themes of analysis were classified under five new categories following an inductive approach. The results of the deductive and inductive content analysis were further exploited in two Two-Step Cluster Analyses. The analyses revealed five tentative combinations of the dimensions exploited for the design of a SAR sketched by education stakeholders. The findings of the current study are discussed, providing pivotal guiding principles for the developers of SARs for education.

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“…They can offer interesting and engaging learning experiences to individuals [2,3]. By incorporating social robots into classroom settings, we can enhance educators' capacity to deliver lectures more efficiently [4,5]. Social robots can play various roles in the education field, such as teaching assistant, playmate, and entertainer.…”

Section: Introductionmentioning

confidence: 99%

The Synergy between a Humanoid Robot and Whisper: Bridging a Gap in Education

Pande,

Mishra

2023

Electronics

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Students may encounter problems concentrating during a lecture due to various reasons, which can be related to the educator’s accent or the student’s auditory difficulties. This may lead to reduced participation and poor performance in the class. In this paper, we explored whether the incorporation of the humanoid robot Pepper can help in improving the learning experience. Pepper can capture the audio of a person; however, there is no guarantee of accuracy of the recorded audio due to various factors. Therefore, we investigated the limitations of Pepper’s speech recognition system with the aim of observing the effect of distance, age, gender, and the complexity of statements. We conducted an experiment with eight persons including five females and three males who spoke provided statements at different distances. These statements were classified using different statistical scores. Pepper does not have the functionality to transcribe speeches into text. To overcome this problem, we integrated Pepper with a speech-to-text recognition tool, Whisper, which transcribes speech into text that can be displayed on Pepper’s screen using its service. The purpose of the study is to develop a system where the humanoid robot Pepper and the speech-to-text recognition tool Whisper act in synergy to bridge the gap between verbal and visual communication in education. This system could be beneficial for students as they will better understand the content through the visual representation of the teacher’s spoken words regardless of any hearing impairments and accent problems. The methodology involves recording the participant’s speech, followed by its transcription to text by Whisper, and then evaluation of the generated text using various statistical scores. We anticipate that the proposed system will be able to increase the student’s learning experience, engagement, and immersion in a classroom environment.

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Students participate and evaluate the design and development of a social robot

Cited by 10 publications

References 37 publications

Helping People Through Space and Time: Assistance as a Perspective on Human-Robot Interaction

Helping People Through Space and Time: Assistance as a Perspective on Human-Robot Interaction

Designing a Socially Assistive Robot for Education Through a Participatory Design Approach: Pivotal Principles for the Developers

The Synergy between a Humanoid Robot and Whisper: Bridging a Gap in Education

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