Imaginative play with blended reality characters

Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2011.Cataloged from PDF version of thesis.Includes bibliographical references (p. 132-137).The idea and formative design of a blended reality character, a new class of character able to maintain visual and kinetic continuity between the fully physical and fully virtual; the technical underpinnings of its unique blended physical and digital play context and the evaluation of its impact on children's play are the contents of this thesis. A play test study with thirty-four children aged three and a half to seven was conducted using non-reactive, unobtrusive observational methods and a validated evaluation instrument. Our claim is that young children have accepted the idea, persistence and continuity of blended reality characters. Furthermore, we found that children are more deeply engaged with blended reality characters and are more fully immersed in blended reality play as co-protagonists in the experience, in comparison to interactions with strictly screen-based representations. As substantiated through the use of quantitative and qualitative analysis of drawings and verbal utterances, the study showed that young children produce longer, detailed and more imaginative descriptions of their experiences following blended reality play. The desire to continue engaging in blended reality play as expressed by children's verbal requests to revisit and extend their play time with the character positively affirms the potential for the development of an informal learning platform with sustained appeal to young children.by David Yann Robert.S.M

User perception of robot's role in floor projection-based Mixed-Reality robotic games

Within the emerging research area represented by robotic gaming and, specifically, in application domains in which the recent literature suggests to combine commercial off-the-shelf (COTS) robots and projected mixed reality (MR) technology in order to develop engaging games, one of the crucial issues to consider in the design process is how to make the player perceive the robot as having a key role, i.e., to valorize its presence from the user experience point of view. By moving from this consideration, this paper reports efforts that are being carried out with the aim to investigate the impact of diverse game design choices in the above perspective, while at the same time extracting preliminary insights that can be exploited to orient further research in the field of MR-based robotic gaming and related scenarios

Exploring the design space of therapeutic robot companions for children

Robots that lend social and emotional support to their users have the potential to extend the quality of care that humans can provide. However, developing robotic aids to address symptoms of loneliness, anxiety and social isolation can be especially challenging due to factors that are complex and multi-faceted. Using a user-centered approach, a prototype therapeutic robot, TACO, was developed. The design of this robot was closely informed by a comprehensive need finding process which included a detailed literature review, ethical analysis, interviews with pediatric domain experts, and a site visit to a pediatric hospital. The prototype robot was evaluated over the course of several structured play sessions, using short interviews with children as well as a modified version of the SOFIT testing procedure. Results from early-stage testing suggest that TACO was well-liked, children found playing with it engaging and frequently exhibited affective behaviors like cuddling and stroking. These findings motivate follow-on work to further advance its design and to test its effectiveness as a therapeutic tool

Augmented Reality and Robotics: A Survey and Taxonomy for AR-enhanced Human-Robot Interaction and Robotic Interfaces

This paper contributes to a taxonomy of augmented reality and robotics based on a survey of 460 research papers. Augmented and mixed reality (AR/MR) have emerged as a new way to enhance human-robot interaction (HRI) and robotic interfaces (e.g., actuated and shape-changing interfaces). Recently, an increasing number of studies in HCI, HRI, and robotics have demonstrated how AR enables better interactions between people and robots. However, often research remains focused on individual explorations and key design strategies, and research questions are rarely analyzed systematically. In this paper, we synthesize and categorize this research field in the following dimensions: 1) approaches to augmenting reality; 2) characteristics of robots; 3) purposes and benefits; 4) classification of presented information; 5) design components and strategies for visual augmentation; 6) interaction techniques and modalities; 7) application domains; and 8) evaluation strategies. We formulate key challenges and opportunities to guide and inform future research in AR and robotics

Qualitative Research in HRI: A Review and Taxonomy

The field of human–robot interaction (HRI) is young and highly inter-disciplinary, and the approaches, standards and methods proper to it are still in the process of negotiation. This paper reviews the use of qualitative methods and approaches in the HRI literature in order to contribute to the development of a foundation of approaches and methodologies for these new research areas. In total, 73 papers that use qualitative methods were systematically reviewed. The review reveals that there is widespread use of qualitative methods in HRI, but very different approaches to reporting on it, and high variance in the rigour with which the approaches are applied. We also identify the key qualitative methods used. A major contribution of this paper is a taxonomy categorizing qualitative research in HRI in two dimensions: by ’study type’ and based on the specific qualitative method use

Creating robotic characters for long-term interaction

Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2012.Cataloged from PDF version of thesis.Includes bibliographical references (p. 177-181).Researchers studying ways in which humans and robots interact in social settings have a problem: they don't have a robot to use. There is a need for a socially expressive robot that can be deployed outside of a laboratory and support remote operation and data collection. This work aims to fill that need with DragonBot - a platform for social robotics specifically designed for long-term interactions. This thesis is divided into two parts. The first part describes the design and implementation of the hardware, software, and aesthetics of the DragonBot-based characters. Through the use of a mobile phone as the robot's primary computational device, we aim to drive down the hardware cost and increase the availability of robots "in the wild". The second part of this work takes an initial step towards evaluating DragonBot's effectiveness through interactions with children. We describe two different teleoperation interfaces for allowing a human to control DragonBot's behavior differing amounts of autonomy by the robot. A human subject study was conducted and these interfaces were compared through a sticker sharing task between the robot and children aged four to seven. Our results show that when a human operator is able to focus on the social portions of an interaction and the robot is given more autonomy, children treat the character more like a peer. This is indicated by the fact that more children re-engaged the robot with the higher level of autonomy when they were asked to split up stickers between the two participants.by Adam Setapen.S.M

Boosting children's creativity through creative interactions with social robots

Creativity is an ability with psychological and developmental benefits. Creative levels are dynamic and oscillate throughout life, with a first major decline occurring at the age of 7 years old. However, creativity is an ability that can be nurtured if trained, with evidence suggesting an increase in this ability with the use of validated creativity training. Yet, creativity training for young children (aged between 6-9 years old) appears as scarce. Additionally, existing training interventions resemble test-like formats and lack of playful dynamics that could engage children in creative practices over time. This PhD project aimed at contributing to creativity stimulation in children by proposing to use social robots as intervention tools, thus adding playful and interactive dynamics to the training. Towards this goal, we conducted three studies in schools, summer camps, and museums for children, that contributed to the design, fabrication, and experimental testing of a robot whose purpose was to re-balance creative levels. Study 1 (n = 140) aimed at testing the effect of existing activities with robots in creativity and provided initial evidence of the positive potential of robots for creativity training. Study 2 (n = 134) aimed at including children as co-designers of the robot, ensuring the robot’s design meets children’s needs and requirements. Study 3 (n = 130) investigated the effectiveness of this robot as a tool for creativity training, showing the potential of robots as creativity intervention tools. In sum, this PhD showed that robots can have a positive effect on boosting the creativity of children. This places social robots as promising tools for psychological interventions.Criatividade é uma habilidade com benefícios no desenvolvimento saudável. Os níveis de criatividade são dinâmicos e oscilam durante a vida, sendo que o primeiro maior declínio acontece aos 7 anos de idade. No entanto, a criatividade é uma habilidade que pode ser nutrida se treinada e evidências sugerem um aumento desta habilidade com o uso de programas validados de criatividade. Ainda assim, os programas de criatividade para crianças pequenas (entre os 6-9 anos de idade) são escassos. Adicionalmente, estes programas adquirem o formato parecido ao de testes, faltando-lhes dinâmicas de brincadeira e interatividade que poderão motivar as crianças a envolverem-se em práticas criativas ao longo do tempo. O presente projeto de doutoramento procurou contribuir para a estimulação da criatividade em crianças propondo usar robôs sociais como ferramenta de intervenção, adicionando dinâmicas de brincadeira e interação ao treino. Assim, conduzimos três estudos em escolas, campos de férias, e museus para crianças que contribuíram para o desenho, fabricação, e teste experimental de um robô cujo objetivo é ser uma ferramenta que contribui para aumentar os níveis de criatividade. O Estudo 1 (n = 140) procurou testar o efeito de atividade já existentes com robôs na criatividade e mostrou o potencial positivo do uso de robôs para o treino criativo. O Estudo 2 (n = 134) incluiu crianças como co-designers do robô, assegurando que o desenho do robô correspondeu às necessidades das crianças. O Estudo 2 (n = 130) investigou a eficácia deste robô como ferramenta para a criatividade, demonstrando o seu potencial para o treino da criatividade. Em suma, o presente doutoramento mostrou que os robôs poderão ter um potencial criativo em atividades com crianças. Desta forma, os robôs sociais poderão ser ferramentas promissoras em intervenções na psicologia