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- Jones, Aidan, et al.
(författare)
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Empathic Robotic Tutors for Personalised Learning: A Multidisciplinary Approach
- 2015
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Ingår i: Social Robotics: Proceedings of the 7th International Conference, ICSR 2015, Paris, France, October 26-30, 2015. - Cham : Springer International Publishing. ; , s. 285-295, s. 285-295
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Konferensbidrag (refereegranskat)abstract
- Within any learning process, the formation of a socio-emotional relationship between learner and teacher is paramount to facilitating a good learning experience. The ability to form this relationship may come naturally to an attentive teacher; but how do we endow an unemotional robot with this ability? In this paper, we extend upon insights from the literature to include tools from user-centered design (UCD) and analyses of human-human interaction (HHI) as the basis of a multidisciplinary approach in the development of an empathic robotic tutor. We discuss the lessons learned in respect to design principles with the aim of personalised learning with empathic robotic tutors.
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| 2. |
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| 3. |
- Obaid, Mohammad, 1982, et al.
(författare)
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Designing robotic teaching assistants: Interaction design students’ and children’s views
- 2015
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Ingår i: Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). - Cham : Springer International Publishing. - 1611-3349 .- 0302-9743. ; 9388 LNCS, s. 502-511
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Konferensbidrag (refereegranskat)abstract
- This paper presents an exploratory study on children's contributions to the design of a robotic teaching assistant for use in the classroom. The study focuses on two main questions: 1) How do children's designs differ from interaction designers'? 2) How are children's designs influenced by their knowledge of robotics (or lack thereof)? Using a creative drawing approach we collected robot drawings and design discussions from 53 participants divided into 11 groups: 5 groups of interaction designers (24 participants), 3 groups of children with robotics knowledge (14 participants), and 3 groups of children without formal robotics knowledge (15 participants). These data revealed that (1) interaction designers envisioned a small or child-sized non-gendered animal- or cartoon-like robot, with clear facial features to express emotions and social cues while children envisioned a bigger human-machine robot (2) children without formal robotics knowledge, envisioned a robot in the form of a rather formal adult-sized human teacher with some robotic features while children with robotics knowledge envisioned a more machine-like child-sized robot. This study thus highlights the importance of including children in the design of robots for which they are the intended users. Furthermore, since children's designs may be influenced by their knowledge of robotics it is important to be aware of children's backgrounds and take those into account when including children in the design process.
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