| 1. |
- Deshmukh, Amol, et al.
(författare)
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An Empathic Robotic Tutor in a Map Application
- 2015
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Ingår i: Proceedings of the 2015 international conference on autonomous agents & multiagent systems (AAMAS'15). - New York : Association for Computing Machinery (ACM). - 9781450334136 ; , s. 1923-1924
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Konferensbidrag (refereegranskat)abstract
- In this demonstration, we describe a scenario developed in the EMOTE project [2]. The overall goal of the EMOTE project is to develop an empathic robot tutor for 11-13 year old school students in an educational setting. The pedagogical domain we demonstrate here is to assist students in learning and testing their map-reading skills typically learned as part of the geography curriculum in schools. We demonstrate this scenario with a NAO robot interacting with the students whilst performing map-reading tasks in the form of a game on a touch-screen device.
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| 2. |
- 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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| 3. |
- Jones, Aidan, et al.
(författare)
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Adaptive robotic tutors that support self-regulated learning : A longer-term investigation with primary school children
- 2018
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Ingår i: International Journal of Social Robotics. - : Springer Science and Business Media LLC. - 1875-4791 .- 1875-4805. ; 10:3, s. 357-370
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Tidskriftsartikel (refereegranskat)abstract
- Robots are increasingly being used to provide motivating, engaging and personalised support to learners. These robotic tutors have been able to increase student learning gain by providing personalised hints or problem selection. However, they have never been used to assist children in developing self regulated learning (SRL) skills. SRL skills allow a learner to more effectively self-assess and guide their own learning; learners that engage these skills have been shown to perform better academically. This paper explores how personalised tutoring by a robot achieved using an open learner model (OLM) promotes SRL processes and how this can impact learning and SRL skills compared to personalised domain support alone. An OLM allows the learner to view the model that the system holds about them. We present a longer-term study where participants take part in a geography-based task on a touch screen with adaptive feedback provided by the robot. In addition to domain support the robotic tutor uses an OLM to prompt the learner to monitor their developing skills, set goals, and use appropriate tools. Results show that, when a robotic tutor personalises and adaptively scaffolds SRL behaviour based upon an OLM, greater indication of SRL behaviour can be observed over the control condition where the robotic tutor only provides domain support and not SRL scaffolding.
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| 4. |
- 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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| 5. |
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| 6. |
- Obaid, Mohammad, 1982, et al.
(författare)
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Endowing a Robotic Tutor with Empathic Qualities: Design and Pilot Evaluation
- 2018
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Ingår i: International Journal of Humanoid Robotics. - 0219-8436 .- 1793-6942. ; 15:6
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Tidskriftsartikel (refereegranskat)abstract
- As increasingly more research efforts are geared towards creating robots that can teach and interact with children in educational contexts, it has been speculated that endowing robots with artificial empathy may facilitate learning. In this paper, we provide a background to the concept of empathy, and how it factors into learning. We then present our approach to equipping a robotic tutor with several empathic qualities, describing the technical architecture and its components, a map-reading learning scenario developed for an interactive multitouch table, as well as the pedagogical and empathic strategies devised for the robot. We also describe the results of a pilot study comparing the robotic tutor with these empathic qualities against a version of the tutor without them. The pilot study was performed with 26 school children aged 10-11 at their school. Results revealed that children in the test condition indeed rated the robot as more empathic than children in the control condition. Moreover, we explored several related measures, such as relational status and learning effect, yet no other significant differences were found. We further discuss these results and provide insights into future directions.
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| 7. |
- Serholt, Sofia, 1986, et al.
(författare)
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Students' Normative Perspectives on Classroom Robots
- 2016
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Ingår i: What Social Robots Can and Should Do: Proceedings of Robophilosophy 2016 / TRANSOR 2016. - : IOS Press. ; , s. 240-251
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Konferensbidrag (refereegranskat)abstract
- As robots are becoming increasingly common in society and education, it is expected that autonomous and socially adaptive classroom robots may eventually be given responsible roles in primary education. In this paper, we present the results of a questionnaire study carried out with students enrolled in compulsory education in three European countries. The study aimed to explore students’ normative perspectives on classroom robots pertaining to roles and responsibilities, student-robot relationships, and perceptive and emotional capabilities in robots. The results suggest that, although students are generally positive toward the existence of classroom robots, certain aspects are deemed more acceptable than others.
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| 8. |
- Serholt, Sofia, 1986, et al.
(författare)
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The case of classroom robots: teachers’ deliberations on the ethical tensions
- 2017
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Ingår i: AI and Society. - : Springer Science and Business Media LLC. - 0951-5666 .- 1435-5655. ; 32:4, s. 613-631
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Tidskriftsartikel (refereegranskat)abstract
- Robots are increasingly being studied for use in education. It is expected that robots will have the potential to facilitate children’s learning and function autonomously within real classrooms in the near future. Previous research has raised the importance of designing acceptable robots for different practices. In parallel, scholars have raised ethical concerns surrounding children interacting with robots. Drawing on a Responsible Research and Innovation perspective, our goal is to move away from research concerned with designing features that will render robots more socially acceptable by end users toward a reflective dialogue whose goal is to consider the key ethical issues and long-term consequences of implementing classroom robots for teachers and children in primary education. This paper presents the results from several focus groups conducted with teachers in three European countries. Through a thematic analysis, we provide a theoretical account of teachers’ perspectives on classroom robots pertaining to privacy, robot role, effects on children and responsibility. Implications for the field of educational robotics are discussed.
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