| 1. |
- Bernal, Ximena E., et al.
(författare)
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Empowering Latina scientists
- 2019
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Ingår i: Science. - : American Association for the Advancement of Science (AAAS). - 0036-8075 .- 1095-9203. ; 363:6429, s. 825-826
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- de Oliveira, Andressa Souza, et al.
(författare)
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Antifungal activity of sustainable histone deacetylase inhibitors against planktonic cells and biofilms of Candida spp. and Cryptococcusneoformans
- 2023
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Ingår i: Medical Mycology. - : Oxford University Press (OUP). - 1369-3786 .- 1460-2709. ; 61:8
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Tidskriftsartikel (refereegranskat)abstract
- The limited therapeutic options for fungal infections and the increased incidence of fungal strains resistant to antifungal drugs, especially Candida spp., require the development of new antifungal drugs and strategies. Histone deacetylase inhibitors (HDACi), like vorinostat, have been studied in cancer treatment and have antifungal effects, acting alone or synergistically with classical antifungals. Here we investigated the antifungal activity of two novel sustainable HDACi (LDT compounds) based on vorinostat structure. Molecular docking simulation studies reveal that LDT compounds can bind to Class-I HDACs of Candida albicans, C. tropicalis, and Cryptococcus neoformans, which showed similar binding mode to vorinostat. LDT compounds showed moderate activity when tested alone against fungi but act synergistically with antifungal azoles against Candida spp. They reduced biofilm formation by more than 50% in C. albicans (4 µg/mL), with the main action in fungal filamentation. Cytotoxicity of the LDT compounds against RAW264.7 cells was evaluated and LDT536 demonstrated cytotoxicity only at the concentration of 200 µmol/L, while LDT537 showed IC50 values of 29.12 µmol/L. Our data indicated that these sustainable and inexpensive HDACi have potential antifungal and antibiofilm activities, with better results than vorinostat, although further studies are necessary to better understand the mechanism against fungal cells.
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| 3. |
- Alves-Oliveira, Patricia, et al.
(författare)
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Collection of Metaphors for Human-Robot Interaction
- 2021
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Ingår i: DIS 2021 - Proceedings of the 2021 ACM Designing Interactive Systems Conference: Nowhere and Everywhere. - New York, NY, USA : ACM. ; , s. 1366-1379
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Konferensbidrag (refereegranskat)abstract
- The word "robot"frequently conjures unrealistic expectations of utilitarian perfection: tireless, efficient and flawless agents. However, real-world robots are far from perfect - they fail and make mistakes. Thus, roboticists should consider altering their current assumptions and cultivating new perspectives that account for a more complete range of robot roles, behaviors, and interactions. To encourage this, we explore the use of metaphors for generating novel ideas and reframing existing problems, eliciting new perspectives of human-robot interaction. Our work makes two contributions. We (1) surface current assumptions that accompany the term "robots,"and (2) present a collection of alternative perspectives of interaction with robots through metaphors. By identifying assumptions, we provide a comprehensible list of aspects to reconsider regarding robots' physicality, roles, and behaviors. Through metaphors, we propose new ways of examining how we can use, relate to, and co-exist with the robots that will share our future.
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| 4. |
- Alves-Oliveira, Patricia, et al.
(författare)
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Empathic robot for group learning : A field study
- 2019
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Ingår i: ACM Transactions on Human-Robot Interaction. - : Association for Computing Machinery (ACM). - 2573-9522. ; 8:1
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Tidskriftsartikel (refereegranskat)abstract
- This work explores a group learning scenario with an autonomous empathic robot. We address two research questions: (1) Can an autonomous robot designed with empathic competencies foster collaborative learning in a group context? (2) Can an empathic robot sustain positive educational outcomes in long-term collaborative learning interactions with groups of students? To answer these questions, we developed an autonomous robot with empathic competencies that is able to interact with a group of students in a learning activity about sustainable development. Two studies were conducted. The first study compares learning outcomes in children across three conditions: learning with an empathic robot; learning with a robot without empathic capabilities; and learning without a robot. The results show that the autonomous robot with empathy fosters meaningful discussions about sustainability, which is a learning outcome in sustainability education. The second study features groups of students who interact with the robot in a school classroom for 2 months. The long-term educational interaction did not seem to provide significant learning gains, although there was a change in game-actions to achieve more sustainability during game-play. This result reflects the need to perform more long-term research in the field of educational robots for group learning.
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| 5. |
- Barendregt, Wolmet, et al.
(författare)
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Child-Robot Interaction: Social Bonding, Learning and Ethics
- 2014
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Ingår i: Workshop proceedings of Interaction Design and Children Conference IDC´14. - : Association for Computing Machinery (ACM). - 9781450322720
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Konferensbidrag (refereegranskat)abstract
- This workshop aims to exchange experiences with issues surrounding Child-Robot Interaction. More specifically, the main aims are to discuss how social bonding between children and robots can be evaluated, how robots can be used to aid children in their learning process, but also what ethical issues arise when children learn from and bond with a robot. Another aim is to discuss how teachers’ and caretakers’ perspectives on children’s use of robots should be taken into account when designing and evaluating robots for children.
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| 6. |
- Elgarf, Maha, et al.
(författare)
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"And then what happens?" Promoting Children's Verbal Creativity Using a Robot
- 2022
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Ingår i: Proceedings of the 2022 ACM/IEEE International Conference on Human-Robot Interaction (HRI '22). - : IEEE. - 9781665407311 - 9781665407328 ; , s. 71-79
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Konferensbidrag (refereegranskat)abstract
- While creativity has been previously studied in Child-Robot interaction, the effect of regulatory focus on creativity skills has not been investigated. This paper presents an exploratory study that, for the first time, uses the Regulatory Focus Theory to assess children's creativity skills in an educational context with a social robot. We investigated whether two key emotional regulation techniques, promotion (approach) and prevention (avoidance), stimulate creativity during a storytelling activity between a child and a robot. We conducted a between-subjects field study with 69 children between the ages of 7 and 9 years old, divided between two study conditions: (1) promotion, where a social robot primes children for action by eliciting positive emotional states, and (2) prevention, where a social robot primes children for avoidance by evoking a states related to security and safety associated with blockage-oriented behaviors. To assess changes in creativity as a response to the priming interaction, children were asked to tell stories to the robot before (pre-test) and after (post-test) the priming interaction. We measured creativity levels by analyzing the verbal content of the stories. We coded verbal expressions related to creativity variables, including fluency, flexibility, elaboration, and originality. Our results show that children in the promotion condition generated significantly more ideas, and their ideas were on average more original in the stories they created in the post-test rather than in the pre-test. We also modeled the process of creativity that emerges during storytelling in response to the robot's verbal behavior. This paper enriches the scientific understanding of creativity emergence in child-robot collaborative interactions.
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| 7. |
- Ferreira, Beatriz Quintino, et al.
(författare)
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A Study on Trust in a Robotic Suitcase
- 2016
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Ingår i: SOCIAL ROBOTICS, (ICSR 2016). - Cham : Springer. - 9783319474373 - 9783319474366 ; , s. 179-189
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Konferensbidrag (refereegranskat)abstract
- This work presents a study on human-robot interaction between a prototype of a robotic suitcase - aBag - and people using it. Importantly, for an autonomous robotic suitcase to be successful as a product, people need to trust it. Therefore, a study was performed, where participants used aBag (remotely operated using the Wizard of Oz technique) for carrying their belongings. Two different conditions were created: (1) aBag follows the participant at a close range; (2) aBag follows the participant on a further distance. We expected that participants would trust more aBag when it was following them at a close range, but interestingly participants seemed to trust more when aBag was further away. Also, regardless of the conditions, the level of trust in aBag was significantly higher after the interaction compared to before, bringing positive results to the development of this kind of robotic apparatus.
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| 8. |
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| 9. |
- Hall, Lynne, et al.
(författare)
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Map reading with an empathic robot tutor
- 2016
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Ingår i: ACMIEEE International Conference on Human-Robot Interaction. - Piscataway, NJ : IEEE. - 2167-2121. - 9781467383707
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Konferensbidrag (refereegranskat)
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| 10. |
- 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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