The perception of emotion in artificial agents

Given recent technological developments in robotics, artificial intelligence and virtual reality, it is perhaps unsurprising that the arrival of emotionally expressive and reactive artificial agents is imminent. However, if such agents are to become integrated into our social milieu, it is imperative to establish an understanding of whether and how humans perceive emotion in artificial agents. In this review, we incorporate recent findings from social robotics, virtual reality, psychology, and neuroscience to examine how people recognize and respond to emotions displayed by artificial agents. First, we review how people perceive emotions expressed by an artificial agent, such as facial and bodily expressions and vocal tone. Second, we evaluate the similarities and differences in the consequences of perceived emotions in artificial compared to human agents. Besides accurately recognizing the emotional state of an artificial agent, it is critical to understand how humans respond to those emotions. Does interacting with an angry robot induce the same responses in people as interacting with an angry person? Similarly, does watching a robot rejoice when it wins a game elicit similar feelings of elation in the human observer? Here we provide an overview of the current state of emotion expression and perception in social robotics, as well as a clear articulation of the challenges and guiding principles to be addressed as we move ever closer to truly emotional artificial agents

EEG theta and Mu oscillations during perception of human and robot actions.

The perception of others' actions supports important skills such as communication, intention understanding, and empathy. Are mechanisms of action processing in the human brain specifically tuned to process biological agents? Humanoid robots can perform recognizable actions, but can look and move differently from humans, and as such, can be used in experiments to address such questions. Here, we recorded EEG as participants viewed actions performed by three agents. In the Human condition, the agent had biological appearance and motion. The other two conditions featured a state-of-the-art robot in two different appearances: Android, which had biological appearance but mechanical motion, and Robot, which had mechanical appearance and motion. We explored whether sensorimotor mu (8-13 Hz) and frontal theta (4-8 Hz) activity exhibited selectivity for biological entities, in particular for whether the visual appearance and/or the motion of the observed agent was biological. Sensorimotor mu suppression has been linked to the motor simulation aspect of action processing (and the human mirror neuron system, MNS), and frontal theta to semantic and memory-related aspects. For all three agents, action observation induced significant attenuation in the power of mu oscillations, with no difference between agents. Thus, mu suppression, considered an index of MNS activity, does not appear to be selective for biological agents. Observation of the Robot resulted in greater frontal theta activity compared to the Android and the Human, whereas the latter two did not differ from each other. Frontal theta thus appears to be sensitive to visual appearance, suggesting agents that are not sufficiently biological in appearance may result in greater memory processing demands for the observer. Studies combining robotics and neuroscience such as this one can allow us to explore neural basis of action processing on the one hand, and inform the design of social robots on the other

Exploring the Learning Gains of Implementing Teacher Humanoid Robots in STEM Education: A Systematic Review

Εducational (or pedagogical) robotics has received increased attention over the last few years based on its effectiveness on the learning process. Humanoid robots have been recently introduced in school settings to mainly support teaching of curriculum-based subjects. However, humanoid robots’ benefits on STEM education in typical classroom settings are less examined by the research literature. Instead, most research studies take place in non-typical school or classroom settings (such as laboratories). The main goal of the current review is to sum up results of relevant research studies about the positive impact of teacher humanoid robots on STEM education. The learning benefits in STEM subjects, programming and reasoning skills are examined too. Sample subject of this review are mainstream students aged 4 to 18 years old and research studies are grouped based on their commonalities such as common learning areas and results