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- Jaber, Razan, 1988-
(author)
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Towards Designing Better Speech Agent Interaction : Using Eye Gaze for Interaction
- 2023
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Doctoral thesis (other academic/artistic)abstract
- This research is about addressing the need to better understand interaction with conversational user interfaces (CUIs) and how human-technology `conversations' can be improved by drawing on the lessons learned from human-human interaction. It focuses on incorporating abstractions of complex human behaviour, specifically gaze, to enhance interactions with speech agents in conversations. Across four empirical studies, a mix of methods is used to look closely at the interaction between the user and the system.I offer empirical and conceptual contributions for interaction designers and researchers. First, I present a novel speech interface, Tama, which is a gaze-aware speech agent designed to explore the use of gaze in conversational interactions with smart speakers. Second, I present the empirical contributions, that is, the studies that document the interactions with and around speech interfaces, including ongoing, non-system-directed speech. A moment-by-moment analysis of these interactions highlights the opportunities that the gaze offers as a modality to enhance the interaction with the speech agent, as well as the problems and limitations when such a modality is used. The third contribution is a conceptual contribution made by providing perspective on minimal anthropomorphic design. This produces interactions that are not human-like in terms of behaviour but do take advantage of the skills used in human interaction as a key to advancing interactions with speech agents.Based on my research work and contributions, I reflect upon advancing interactions with speech interfaces, focusing on what different technologies can offer and the possibility of taking the next step in designing CUIs. I then discuss the need to bridge the work of different fields (i.e. conversation analysis (CA), human-computer interaction (HCI), and human-robot interaction (HRI)) to combine models and approaches from all these fields in order to guide designers building speech systems. I see three competing yet complementary interaction paradigms across CUIs. I call these paradigms Direct Speech Interaction, Agent-Mediated Interaction, and Para-Speech Interaction. Each of these paradigms has specific challenges and opportunities for interaction.
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| 2. |
- Calvo Barajas, Natalia, 1988-
(author)
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Exploring Multidimensional Trust : Shaping Child-Robot Creative Collaborations in Education
- 2023
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Doctoral thesis (other academic/artistic)abstract
- As trust plays a pivotal role in maintaining long-term interactions between children and robots, it is vital to comprehend how children conceptualise trust and the factors influencing their trust in robots. This thesis examines the impact of social robots' behaviours and attributes on children's trust, relationship formation, and task performance in collaborative educational scenarios. A systematic review of child-robot interaction (cHRI) literature identified two primary dimensions of trust: social trust and competency trust. The literature suggests a lack of consensus about how different robot behaviours and attributes affect these two dimensions of trust, as evidence points to different directions. To address these gaps, a collaborative storytelling game was developed to facilitate interactions between children and social robots, aiming to study trust dynamics and enhance learning by fostering children's creativity. The research also examined the impact of robot-related factors, such as behaviour and appearance, on children's interactions with robots. Empirical evidence suggests that while making robots look and behave more like humans is critical for competency trust and task performance, lower human-like attributes are more crucial for developing social trust and relationship formation with robots. Other factors, like time, provide insights into children's trust dynamics. Thus, this thesis explores the role of repeated interactions with artificial agents, indicating that children's competency trust in robots changes over time. This thesis offers significant contributions to the cHRI community. Firstly, it demonstrates that trust is a multidimensional construct that is complex to capture, highlighting the need for reliable, objective measures tailored to the task and intended trust dimension. Secondly, it emphasises the importance of balancing human likeness with social robots when collaborating with children in educational scenarios. Lastly, it proposes that to sustain trustworthy long-term interactions in education; social robots should adapt their behaviour to provide scaffolding, as children will be more inclined to rely on them for learning support as time progresses.
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