| 1. |
- Ekstrom, Sara, et al.
(författare)
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Teaching in a collaborative mathematic learning activity with and without a social robot
- 2024
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Ingår i: EDUCATION AND INFORMATION TECHNOLOGIES. - 1360-2357 .- 1573-7608.
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Tidskriftsartikel (refereegranskat)abstract
- There is a growing interest in whether social robots, which are embodied and exhibit human-like behaviour, can be used for teaching and learning. Still, very few studies focus on the teacher's role. This study focuses on how a teacher acted in a learning-by-teaching activity with 20 children. In this small-scale field experiment, the teacher's interactions and teaching actions were observed when the teacher scaffolded a learning activity where children played a collaborative digital mathematics game to strengthen their mathematical reasoning and conceptual understanding of arithmetic. When playing, the children were acting as tutors for a tutee, according to the learning-by-teaching principle. In one scenario, the tutee was a younger child; in the other, the tutee was a social robot. Twenty 30-minute game-playing sessions are observed, video-recorded, and transcribed. The study explores the teacher's interactions and teaching actions in the two scenarios and discusses the results from the perspective of the teacher's role, social norms, and teacher digital competence. The interaction and thematic analyses show similarities and characteristic differences in the teacher's interaction patterns in the two scenarios. The teaching actions are similar on a structural level and differ regarding the types and distribution of teaching actions. In the child-child scenario, the teacher directs most teaching actions to both players, and the actions are didactic (mathematical) scaffolding. In contrast, in the child-robot scenario, the teacher only addresses the tutor, and the scaffolding is socially oriented. Implications for a teaching practice involving social robots as learning companions are discussed regarding teachers' presence and participation, types of social robot knowledge that go beyond digital competence, and new challenges introduced by using social robots as learning companions in the classroom. The study contributes new insights into the teacher's role and actions when teaching with a social robot in a collaborative learning situation, which is relevant for educational research and teaching practice.
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| 2. |
- Serholt, Sofia, 1986, et al.
(författare)
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Comparing a Robot Tutee to a Human Tutee in a Learning-By-Teaching Scenario with Children
- 2022
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Ingår i: Frontiers in Robotics and AI. - : Frontiers Media SA. - 2296-9144. ; 9
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Tidskriftsartikel (refereegranskat)abstract
- Social robots are increasingly being studied in educational roles, including as tutees in learning-by-teaching applications. To explore the benefits and drawbacks of using robots in this way, it is important to study how robot tutees compare to traditional learning-by-teaching situations. In this paper, we report the results of a within-subjects field experiment that compared a robot tutee to a human tutee in a Swedish primary school. Sixth-grade students participated in the study as tutors in a collaborative mathematics game where they were responsible for teaching a robot tutee as well as a third-grade student in two separate sessions. Their teacher was present to provide support and guidance for both sessions. Participants’ perceptions of the interactions were then gathered through a set of quantitative instruments measuring their enjoyment and willingness to interact with the tutees again, communication and collaboration with the tutees, their understanding of the task, sense of autonomy as tutors, and perceived learning gains for tutor and tutee. The results showed that the two scenarios were comparable with respect to enjoyment and willingness to play again, as well as perceptions of learning gains. However, significant differences were found for communication and collaboration, which participants considered easier with a human tutee. They also felt significantly less autonomous in their roles as tutors with the robot tutee as measured by their stated need for their teacher’s help. Participants further appeared to perceive the activity as somewhat clearer and working better when playing with the human tutee. These findings suggest that children can enjoy engaging in peer tutoring with a robot tutee. However, the interactive capabilities of robots will need to improve quite substantially before they can potentially engage in autonomous and unsupervised interactions with children.
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| 3. |
- Serholt, Sofia, 1986, et al.
(författare)
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Trouble and Repair in Child–Robot Interaction: A Study of Complex Interactions With a Robot Tutee in a Primary School Classroom
- 2020
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Ingår i: Frontiers in Robotics and AI. - : Frontiers Media SA. - 2296-9144. ; 7:46
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Tidskriftsartikel (refereegranskat)abstract
- Today, robots are studied and expected to be used in a range of social roles within classrooms. Yet, due to a number of limitations in social robots, robot interactions should be expected to occasionally suffer from troublesome situations and breakdowns. In this paper, we explore this issue by studying how children handle interaction trouble with a robot tutee in a classroom setting. The findings have implications not only for the design of robots, but also for evaluating their benefit in, and for, educational contexts. In this study, we conducted video analysis of children's group interactions with a robot tutee in a classroom setting, in order to explore the nature of these troubles in the wild. Within each group, children took turns acting as the primary interaction partner for the robot within the context of a mathematics game. Specifically, we examined what types of situations constitute trouble in these child–robot interactions, the strategies that individual children employ to cope with this trouble, as well as the strategies employed by other actors witnessing the trouble. By means of Interaction Analysis, we studied the video recordings of nine group interaction sessions (n = 33 children) in primary school grades 2 and 4. We found that sources of trouble related to the robot's social norm violations, which could be either active or passive. In terms of strategies, the children either persisted in their attempts at interacting with the robot by adapting their behavior in different ways, distanced themselves from the robot, or sought the help of present adults (i.e., a researcher in a teacher role, or an experimenter) or their peers (i.e., the child's classmates in each group). In terms of the witnessing actors, they addressed the trouble by providing guidance directed at the child interacting with the robot, or by intervening in the interaction. These findings reveal the unspoken rules by which children orient toward social robots, the complexities of child–robot interaction in the wild, and provide insights on children's perspectives and expectations of social robots in classroom contexts.
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| 4. |
- Aydın Baytaş, Mehmet, et al.
(författare)
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iHDI 2020: Interdisciplinary Workshop on Human-Drone Interaction
- 2020
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Ingår i: Proceedings of CHI'20 Extended abstracts. - Honolulu, HI, USA April 2020 : ACM. - 9781450368193
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Konferensbidrag (refereegranskat)abstract
- Human-drone interaction (HDI) is becoming a ubiquitous topic in daily life, and a rising research topic within CHI. Knowledge from a wealth of disciplines – design, engineering, social sciences, and humanities – can inform the design and scholarship of HDI, and interdisciplinary communication is essential to this end. The Interdisciplinary Workshop on Human-Drone Interaction (iHDI 2020) aims to bring together diverse perspectives; advancing HDI and its scholarship through a rich variety of activities involving an assortment of research, design, and prototyping methods. The workshop intends to serve as a platform for a diverse community that continuously builds on each other’s methodsand philosophies, towards results that “take off.”
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| 5. |
- Dobrosovestnova, Anna, et al.
(författare)
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Ethnography for HRI: Embodied, Embedded, Messy and Everyday
- 2024
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Ingår i: ACM/IEEE International Conference on Human-Robot Interaction. - 2167-2148. ; , s. 1314-1316
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Konferensbidrag (refereegranskat)abstract
- As suggested by the HRI'24 conference theme, the concern for understanding and designing human-robot interactions for the “real world” is now at the centre of the human-robot interaction field. But what does it actually mean to design robots for the “real world”? Who populates these “real worlds”? What are the boundaries of these worlds, and who delineates them? How can HRI scholars who have grown accustomed to the positivist paradigm, still dominating HRI, address the complexity and messiness of these real worlds in conceptually and methodologically rigorous ways? In this half-day hybrid workshop we invite a multi-disciplinary community both from within and outside of HRI to consider ethnography as a methodology equipped to tackle these questions. Attuned to the plurality of human and non-human actors, embedded (and embodied) human practices, ethnography has already secured its place in Human-Computer interaction (HCI) and Science and Technology studies (STS). With an aim to contribute to further expansion of ethnography in HRI, this workshop invites participants to share their experiences and engage in discussions about best practices, challenges, effective strategies for overcoming these challenges, and the integration of ethnographic data with design, among other relevant topics. We see the workshop as a step toward establishing a community of researchers within HRI working with ethnographic approaches, and qualitative research more broadly.
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| 6. |
- Dodig Crnkovic, Gordana, 1955, et al.
(författare)
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4th Space as Smart Information Ecology with Design Requirements of Sustainability, Ethics and Inclusion
- 2022
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Ingår i: Proceedings (MDPI). - Basel Switzerland : MDPI. - 2504-3900. ; 81:1, s. 124-127
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Konferensbidrag (refereegranskat)abstract
- New social environments are emerging as spaces and places where work and life at home are no longer separate. Digital spaces and physical places have become intertwined: the 1st space is home, the 2nd is work, the 3rd is informal meeting places, while the 4th space represents different combinations of the previous ones. This paper describes the need for value-based designs of the 4th space through a transdisciplinary approach. We argue for a need to understand human interactions in physical and digital spaces from a user-centered perspective, meaning to understand user needs and preferences of digital content in physical and virtual spaces. Moreover, we point out the need to address identity, ethical, and legal requirements of these types of spaces. Finally, we address the need to connect emerging technologies such as AI, and design approaches such a gamification, with cognitive, structural, economic, social and technological challenges and opportunities of the 4th space.
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| 7. |
- Durrant, Abigail C., et al.
(författare)
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Problems in Practice: Understanding Design Research by Critiquing Cases
- 2017
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Ingår i: CHI EA '17 Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems Pages 636-643. - : ACM. - 9781450346566
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Konferensbidrag (refereegranskat)abstract
- Responding to challenges to better understand design research practice, its contributions to knowledge production and its value to HCI, our one-day workshop critically reflects on case examples of design research practice in interdisciplinary HCI projects. We invite position papers that offer personal perspectives on "critical incidents" in such projects, specifically focusing on problems, miscommunications, tensions and failures. We establish a supportive, discursive forum for constructive critical reflection, to deepen understanding about the nature and value of design practice as a form of research inquiry within HCI. The workshop also aims to develop conceptual resources for supporting design practice in interdisciplinary research.
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| 8. |
- Gamboa, Mafalda, 1988, et al.
(författare)
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Designerly Ways of Knowing in HCI Education: A Case Study of a Peer Community-Based Studio
- 2022
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Ingår i: Frontiers in Computer Science. - : Frontiers Media SA. - 2624-9898. ; 4
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Tidskriftsartikel (refereegranskat)abstract
- Design methods and approaches are common within Human-Computer Interaction. And while design is recognized as a discipline with its own epistemology and pedagogy outside of HCI, there is a lot of work to be done in incorporating, facilitating, and developing designerly knowledge in HCI education. The abrupt shift toward distance education caused by COVID-19 surfaced the necessity for course design to purposely support online informal learning environments and facilitating tacit knowledge as previously prevalent in the design studio environment. Firstly, we present theory on design epistemology, related to "designerly ways of knowing" and the role of the studio in the learning process. Secondly, a case study presents the set up of a digital studio for a course in Designing User Experiences, with an emphasis on supporting a community-based studio. The empirical material includes an overview of the course set up and a thorough qualitative analysis of the feedback provided by a cohort of 48 students with diverse backgrounds. The course was conducted online and heavily based on the use of software such as Zoom and Miro. We conclude by offering a set of themes in three categories to be considered when designing community-based "designerly" courses within HCI. As future work, we suggest the Community-Based Designerly Scale to be used, adapted, and developed by teachers and students as a tool in their educational practice.
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| 9. |
- Gamboa, Mafalda, 1988, et al.
(författare)
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Wisp: Drones as Companions for Breathing
- 2023
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Ingår i: ACM International Conference Proceeding Series. - New York, NY, USA : ACM. - 9781450399777
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Konferensbidrag (refereegranskat)abstract
- The spectrum of applications for social drones is broadening as they become an increasingly accessible technology. In order to expand on the immensely rich but poorly researched field of Human-Drone Interaction (HDI), we present a minimal, explorative, and anti-solutionist design. We describe the first steps of a Research through Design (RtD) project focused on the concept-driven exploration of an unlikely pairing: drones and breathing. We present Wisp, a micro-drone probe controlled by a user's breath. Informed by experts on breathing, drawing inspiration from soma design, Wisp is described as platform for the development of defamiliarising views towards intimate somatic interactions between humans and drones. In this paper we describe the initial studies in a RtD development process, including expert interviews, prototyping, and informal evaluations. We contribute to the field of HDI with a design composite framework combining soma design and slow technology for exploratory somatic slow interactions between humans and drones.
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| 10. |
- Lindgren, Pamela, 1968, et al.
(författare)
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Drones as Accessibility Probes in Able-Bodied Norms: Insights from People with Lived Experiences of Disabilities
- 2024
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Ingår i: DIS 2024 - Proceedings of the 2024 ACM Designing Interactive Systems Conference. ; , s. 2946-2957
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Konferensbidrag (refereegranskat)abstract
- We present an exploratory, in-the-wild study in which a small hobby drone and a game controller were freely used by five people in their domestic environments, indoors and outdoors. All participants had motor disabilities affecting their arms and hands, and two also used wheelchairs. One participant contributed as a community researcher, assisting in data analysis, reflecting on findings, drawing conclusions, and co-authoring this paper. The findings reveal several usability and accessibility issues, along with potential risks and opportunities for the use of hobby drones in everyday situations. Beyond these insights, we discuss the importance of including people with lived experience of disability in research to shape a holistic and inclusive understanding of the use of mainstream artifacts such as hobby drones. This also helps prevent able-bodied design norms from limiting who can use drone technology and how it is used.
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