A corpus-based analysis of route instructions in human-robot interaction

This paper investigates how users employ spatial descriptions to navigate a speech-enabled robot. We created a simulated environment in which users gave route instructions in a dialogic real-time interaction with a robot, which was operated by naïve participants. The ability of robot monitoring was also manipulated in two experimental conditions. The results provide evidence that the content of the instructions and strategies of the users vary depending on the conditions and demands of the interaction. As expected, the route instructions frequently were underspecified and arbitrary. The findings of this study elucidate the complexity in interpreting spatial language in HRI. However, they also point to the need for endowing mobile robots with richer dialogue resources to compensate for the uncertainties arising from language as well as the environment

Multimodal Shared-Control Interaction for Mobile Robots in AAL Environments

This dissertation investigates the design, development and implementation of cognitively adequate, safe and robust, spatially-related, multimodal interaction between human operators and mobile robots in Ambient Assisted Living environments both from the theoretical and practical perspectives. By focusing on different aspects of the concept Interaction, the essential contribution of this dissertation is divided into three main research packages; namely, Formal Interaction, Spatial Interaction and Multimodal Interaction in AAL. As the principle package, in Formal Interaction, research effort is dedicated to developing a formal language based interaction modelling and management solution process and a unified dialogue modelling approach. This package aims to enable a robust, flexible, and context-sensitive, yet formally controllable and tractable interaction. This type of interaction can be used to support the interaction management of any complex interactive systems, including the ones covered in the other two research packages. In the second research package, Spatial Interaction, a general qualitative spatial knowledge based multi-level conceptual model is developed and proposed. The goal is to support a spatially-related interaction in human-robot collaborative navigation. With a model-based computational framework, the proposed conceptual model has been implemented and integrated into a practical interactive system which has been evaluated by empirical studies. It has been particularly tested with respect to a set of high-level and model-based conceptual strategies for resolving the frequent spatially-related communication problems in human-robot interaction. Last but not least, in Multimodal Interaction in AAL, attention is drawn to design, development and implementation of multimodal interaction for elderly persons. In this elderly-friendly scenario, ageing-related characteristics are carefully considered for an effective and efficient interaction. Moreover, a standard model based empirical framework for evaluating multimodal interaction is provided. This framework was especially applied to evaluate a minutely developed and systematically improved elderly-friendly multimodal interactive system through a series of empirical studies with groups of elderly persons

On Qualitative Route Descriptions: Representation and Computational Complexity

The generation of route descriptions is a fundamental task of navigation systems. A particular problem in this context is to identify routes that can easily be described and processed by users. In this work, we present a framework for representing route

Functional Skills Support Programme: Developing functional skills in physical education

This booklet is part of "... a series of 11 booklets which helps schools to implement functional skills across the curriculum. The booklets illustrate how functional skills can be applied and developed in different subjects and contexts, supporting achievement at Key Stage 3 and Key Stage 4. Each booklet contains an introduction to functional skills for subject teachers, three practical planning examples with links to related websites and resources, a process for planning and a list of additional resources to support the teaching and learning of functional skills." - The National Strategies website

Conceptual Transformation and Cognitive Processes in Origami Paper Folding

Research on problem solving typically does not address tasks that involve following detailed and/or illustrated step-by-step instructions. Such tasks are not seen as cognitively challenging problems to be solved. In this paper, we challenge this assumption by analyzing verbal protocols collected during an Origami folding task. Participants verbalised thoughts well beyond reading or reformulating task instructions, or commenting on actions. In particular, they compared the task status to pictures in the instruction, evaluated the progress so far, referred to previous experience, expressed problems and confusions, and—crucially—added complex thoughts and ideas about the current instructional step. The last two categories highlight the fact that participants conceptualised this spatial task as a problem to be solved, and used creativity to achieve this aim. Procedurally, the verbalisations reflect a typical order of steps: reading—reformulating—reconceptualising—evaluating. During reconceptualisation, the creative range of spatial concepts represented in language highlights the complex mental operations involved when transferring the two-dimensional representation into the real world. We discuss the implications of our findings in terms of problem solving as a multilayered process involving diverse types of cognitive effort, consider parallels to known conceptual challenges involved in interpreting spatial descriptions, and reflect on the benefit of reconceptualisation for cognitive processes