Bringing Human Robot Interaction towards _Trust and Social Engineering

Robots started their journey in books and movies; nowadays, they are becoming an important part of our daily lives: from industrial robots, passing through entertainment robots, and reaching social robotics in fields like healthcare or education. An important aspect of social robotics is the human counterpart, therefore, there is an interaction between the humans and robots. Interactions among humans are often taken for granted as, since children, we learn how to interact with each other. In robotics, this interaction is still very immature, however, critical for a successful incorporation of robots in society. Human robot interaction (HRI) is the domain that works on improving these interactions. HRI encloses many aspects, and a significant one is trust. Trust is the assumption that somebody or something is good and reliable; and it is critical for a developed society. Therefore, in a society where robots can part, the trust they could generate will be essential for cohabitation. A downside of trust is overtrusting an entity; in other words, an insufficient alignment of the projected trust and the expectations of a morally correct behaviour. This effect could negatively influence and damage the interactions between agents. In the case of humans, it is usually exploited by scammers, conmen or social engineers - who take advantage of the people's overtrust in order to manipulate them into performing actions that may not be beneficial for the victims. This thesis tries to shed light on the development of trust towards robots, how this trust could become overtrust and be exploited by social engineering techniques. More precisely, the following experiments have been carried out: (i) Treasure Hunt, in which the robot followed a social engineering framework where it gathered personal information from the participants, improved the trust and rapport with them, and at the end, it exploited that trust manipulating participants into performing a risky action. (ii) Wicked Professor, in which a very human-like robot tried to enforce its authority to make participants obey socially inappropriate requests. Most of the participants realized that the requests were morally wrong, but eventually, they succumbed to the robot'sauthority while holding the robot as morally responsible. (iii) Detective iCub, in which it was evaluated whether the robot could be endowed with the ability to detect when the human partner was lying. Deception detection is an essential skill for social engineers and professionals in the domain of education, healthcare and security. The robot achieved 75% of accuracy in the lie detection. There were also found slight differences in the behaviour exhibited by the participants when interacting with a human or a robot interrogator. Lastly, this thesis approaches the topic of privacy - a fundamental human value. With the integration of robotics and technology in our society, privacy will be affected in ways we are not used. Robots have sensors able to record and gather all kind of data, and it is possible that this information is transmitted via internet without the knowledge of the user. This is an important aspect to consider since a violation in privacy can heavily impact the trust. Summarizing, this thesis shows that robots are able to establish and improve trust during an interaction, to take advantage of overtrust and to misuse it by applying different types of social engineering techniques, such as manipulation and authority. Moreover, robots can be enabled to pick up different human cues to detect deception, which can help both, social engineers and professionals in the human sector. Nevertheless, it is of the utmost importance to make roboticists, programmers, entrepreneurs, lawyers, psychologists, and other sectors involved, aware that social robots can be highly beneficial for humans, but they could also be exploited for malicious purposes

Enriching remote labs with computer vision and drones

165 p.With the technological advance, new learning technologies are being developed in order to contribute to better learning experience. In particular, remote labs constitute an interesting and a practical way that can motivate nowadays students to learn. The studen can at anytime, and from anywhere, access the remote lab and do his lab-work. Despite many advantages, remote tecnologies in education create a distance between the student and the teacher. Without the presence of a teacher, students can have difficulties, if no appropriate interventions can be taken to help them. In this thesis, we aim to enrich an existing remote electronic lab made for engineering students called "LaboREM" (for remote Laboratory) in two ways: first we enable the student to send high level commands to a mini-drone available in the remote lab facility. The objective is to examine the front panels of electronic measurement instruments, by the camera embedded on the drone. Furthermore, we allow remote student-teacher communication using the drone, in case there is a teacher present in the remote lab facility. Finally, the drone has to go back home when the mission is over to land on a platform for automatic recharge of the batteries. Second, we propose an automatic system that estimates the affective state of the student (frustrated/confused/flow) in order to take appropriate interventions to ensure good learning outcomes. For example, if the studen is having major difficulties we can try to give him hints or to reduce the difficulty level of the lab experiment. We propose to do this by using visual cues (head pose estimation and facil expression analysis). Many evidences on the state of the student can be acquired, however these evidences are incomplete, sometims inaccurate, and do not cover all the aspects of the state of the student alone. This is why we propose to fuse evidences using the theory of Dempster-Shafer that allows the fusion of incomplete evidence

Child–Robot Interaction in Education

Advances in the field of robotics in recent years have enabled the deployment of robots in a multitude of settings, and it is predicted that this will continue to increase, leading to a profound impact on society in the future. This thesis takes its starting point in educational robots; specifically the kind of robots that are designed to interact socially with children. Such robots are often modeled on humans, and made to express and/or perceive emotions, for the purpose of creating some social or emotional attachment in children. This thesis presents a research effort in which an empathic robotic tutor was developed and studied in a school setting, focusing on children’s interactions with the robot over time and across different educational scenarios. With support from the Responsible Research and Innovation Framework, this thesis furthermore sheds light on ethical dilemmas and the social desirability of implementing robots in future classrooms, seen from the eyes of teachers and students. The thesis concludes that children willingly follow instructions from a robotic tutor, and they may also develop a sense of connection with robots, treating them as social actors. However, children’s interactions with robots often break down in unconstrained classroom settings when expectations go unmet, making the potential gain of robots in education questionable. From an ethical perspective, there are many open questions regarding stakeholders’ concerns on matters of privacy, roles andresponsibility, as well as unintended consequences. These issues need to be dealt with when attempting to implement autonomous robots in education on a larger scale

Enriching remote labs with computer vision and drones

165 p.With the technological advance, new learning technologies are being developed in order to contribute to better learning experience. In particular, remote labs constitute an interesting and a practical way that can motivate nowadays students to learn. The studen can at anytime, and from anywhere, access the remote lab and do his lab-work. Despite many advantages, remote tecnologies in education create a distance between the student and the teacher. Without the presence of a teacher, students can have difficulties, if no appropriate interventions can be taken to help them. In this thesis, we aim to enrich an existing remote electronic lab made for engineering students called "LaboREM" (for remote Laboratory) in two ways: first we enable the student to send high level commands to a mini-drone available in the remote lab facility. The objective is to examine the front panels of electronic measurement instruments, by the camera embedded on the drone. Furthermore, we allow remote student-teacher communication using the drone, in case there is a teacher present in the remote lab facility. Finally, the drone has to go back home when the mission is over to land on a platform for automatic recharge of the batteries. Second, we propose an automatic system that estimates the affective state of the student (frustrated/confused/flow) in order to take appropriate interventions to ensure good learning outcomes. For example, if the studen is having major difficulties we can try to give him hints or to reduce the difficulty level of the lab experiment. We propose to do this by using visual cues (head pose estimation and facil expression analysis). Many evidences on the state of the student can be acquired, however these evidences are incomplete, sometims inaccurate, and do not cover all the aspects of the state of the student alone. This is why we propose to fuse evidences using the theory of Dempster-Shafer that allows the fusion of incomplete evidence

Robots Tutoring Children: Longitudinal Evaluation of Social Engagement in Child-Robot Interaction

This paper explores children’s social engagement to a robotic tutor by analyzing their behavioral reactions to socially significant events initiated by the robot. Specific questions addressed in this paper are whether children express signs of social engagement as a reaction to such events, and if so, in what way. The second question is whether these reactions differ between different types of social events, and finally, whether such reactions disappear or change over time. Our analysis indicates that children indeed show behaviors that indicate social engagement using a range of communicative channels. While gaze towards the robot’s face is the most common indication for all types of social events, verbal expressions and nods are especially common for questions, and smiles are most common after positive feedback. Although social responses in general decrease slightly over time, they are still observable after three sessions with the robot

Cellulo: Tangible Haptic Swarm Robots for Learning

Robots are steadily becoming one of the significant 21st century learning technologies that aim to improve education within both formal and informal environments. Such robots, called Robots for Learning, have so far been utilized as constructionist tools or social agents that aided learning from distinct perspectives. This thesis presents a novel approach to Robots for Learning that aims to explore new added values by means of investigating uses for robots in educational scenarios beyond those that are commonly tackled: We develop a platform from scratch to be "as versatile as pen and paper", namely as composed of easy to use objects that feel like they belong in the learning ecosystem while being seamlessly usable across many activities that help teach a variety of subjects. Following this analogy, we design our platform as many low-cost, palm-sized tangible robots that operate on printed paper sheets, controlled by readily available mobile computers such as smartphones or tablets. From the learners' perspective, our robots are thus physical and manipulable points of hands-on interaction with learning activities where they play the role of both abstract and concrete objects that are otherwise not easily represented. We realize our novel platform in four incremental phases, each of which consists of a development stage and multiple subsequent validation stages. First, we develop accurately positioned tangibles, characterize their localization performance and test the learners' interaction with our tangibles in a playful activity. Second, we integrate mobility into our tangibles and make them full-blown robots, characterize their locomotion performance and test the emerging notion of moving vs. being moved in a learning activity. Third, we enable haptic feedback capability on our robots, measure their range of usability and test them within a complete lesson that highlights this newly developed affordance. Fourth, we develop the means of building swarms with our haptic-enabled tangible robots and test the final form of our platform in a lesson co-designed with a teacher. Our effort thus contains the participation of more than 370 child learners over the span of these phases, which leads to the initial insights into this novel Robots for Learning avenue. Besides its main contributions to education, this thesis further contributes to a range of research fields related to our technological developments, such as positioning systems, robotic mechanism design, haptic interfaces and swarm robotics

Pop Up Play Final Research Report March 2015

Pop Up Play is a FREE open source software product that provides creative play for children through its immersive learning environment and mixed reality system. Use the Pop up Play system and your existing hardware to create your own unique content. This could relate to children's books, gallery or museum exhibits, theatrical productions, or curriculum topics and can immerse participants in projected images and worlds for creative play and open-ended learning. The overarching aims of this research project were to understand how Arts and cultural organisations can access digital technology for creative play and learning, and how we can enable children and young people to access meaningful digital realm engagement. In response to this our specific objectives were to create a mixed reality play system and support package that could: Immerse participants in projected images and worlds Enable children to invest in the imaginary dimensions and possibilities of digital play provide a creative learning framework, tools, guides and manuals and an online community Offer open source software, easy to use for artists, learning officers, teachers, librarians, children and young peopl