Nonverbal immediacy as a characterisation of social behaviour for human-robot interaction

An increasing amount of research has started to explore the impact of robot social behaviour on the outcome of a goal for a human interaction partner, such as cognitive learning gains. However, it remains unclear from what principles the social behaviour for such robots should be derived. Human models are often used, but in this paper an alternative approach is proposed. First, the concept of nonverbal immediacy from the communication literature is introduced, with a focus on how it can provide a characterisation of social behaviour, and the subsequent outcomes of such behaviour. A literature review is conducted to explore the impact on learning of the social cues which form the nonverbal immediacy measure. This leads to the production of a series of guidelines for social robot behaviour. The resulting behaviour is evaluated in a more general context, where both children and adults judge the immediacy of humans and robots in a similar manner, and their recall of a short story is tested. Children recall more of the story when the robot is more immediate, which demonstrates an e�ffect predicted by the literature. This study provides validation for the application of nonverbal immediacy to child-robot interaction. It is proposed that nonverbal immediacy measures could be used as a means of characterising robot social behaviour for human-robot interaction

The Impact of Robot Tutor Social Behaviour on Children

Robotic technologies possess great potential to enter our daily lives because they have the ability to interact with our world. But our world is inherently social. Whilst humans often have a natural understanding of this complex environment, it is much more challenging for robots. The field of social Human-Robot Interaction (HRI) seeks to endow robots with the characteristics and behaviours that would allow for intuitive multimodal interaction. Education is a social process and previous research has found strong links between the social behaviour of teachers and student learning. This therefore presents a promising application opportunity for social human-robot interaction. The thesis presented here is that a robot with tailored social behaviour will positively influence the outcomes of tutoring interactions with children and consequently lead to an increase in child learning when compared to a robot without this social behaviour. It has long been established that one-to-one tutoring provides a more effective means of learning than the current typical school classroom model (one teacher to many students). Schools increasingly supplement their teaching with technology such as tablets and laptops to offer this personalised experience, but a growing body of evidence suggests that robots lead to greater learning than other media. It is posited that this is due to the increased social presence of a robot. This work adds to the evidence that robots hold a social advantage over other technological media, and that this indeed leads to increased learning. In addition, the work here contributes to existing knowledge by seeking to expand our understanding of how to manipulate robot social behaviour in educational interactions such that the behaviour is tailored for this purpose. To achieve this, a means of characterising social behaviour is required, as is a means of measuring the success of the behaviour for the interaction. To characterise the social behaviour of the robot, the concept of immediacy is taken from the human-human literature and validated for use in HRI. Greater use of immediacy behaviours is also tied to increased cognitive learning gains in humans. This can be used to predict the same effect for the use of social behaviour by a robot, with learning providing an objective measure of success for the robot behaviour given the education application. It is found here that when implemented on a robot in tutoring scenarios, greater use of immediacy behaviours generally does tend to lead to increased learning, but a complex picture emerges. Merely the addition of more social behaviour is insufficient to increase learning; it is found that a balance should be struck between the addition of social cues, and the congruency of these cues

The Visual Social Distancing Problem

One of the main and most effective measures to contain the recent viral outbreak is the maintenance of the so-called Social Distancing (SD). To comply with this constraint, workplaces, public institutions, transports and schools will likely adopt restrictions over the minimum inter-personal distance between people. Given this actual scenario, it is crucial to massively measure the compliance to such physical constraint in our life, in order to figure out the reasons of the possible breaks of such distance limitations, and understand if this implies a possible threat given the scene context. All of this, complying with privacy policies and making the measurement acceptable. To this end, we introduce the Visual Social Distancing (VSD) problem, defined as the automatic estimation of the inter-personal distance from an image, and the characterization of the related people aggregations. VSD is pivotal for a non-invasive analysis to whether people comply with the SD restriction, and to provide statistics about the level of safety of specific areas whenever this constraint is violated. We then discuss how VSD relates with previous literature in Social Signal Processing and indicate which existing Computer Vision methods can be used to manage such problem. We conclude with future challenges related to the effectiveness of VSD systems, ethical implications and future application scenarios.Comment: 9 pages, 5 figures. All the authors equally contributed to this manuscript and they are listed by alphabetical order. Under submissio

Persuasiveness of social robot ‘Nao’ based on gaze and proximity

Social Robots have widely infiltrated the retail and public space. Mainly, social robots are being utilized across a wide range of scenarios to influence decision making, disseminate information, and act as a signage mechanism, under the umbrella of Persuasive Robots or Persuasive Technology. While there have been several studies in the afore-mentioned area, the effect of non-verbal behaviour on persuasive abilities is generally unexplored. Therefore, in this research, we report whether two key non-verbal attributes, namely proximity and gaze, can elicit persuasively, compliance, and specific personality appeals. For this, we conducted a 2 (eye gaze) x 2 (proximity) between-subjects experiment where participants viewed a video-based scenario of the Nao robot. Our initial results did not reveal any significant results based on the non-verbal attributes. However, perceived compliance and persuasion were significantly correlated with knowledge, responsiveness, and trustworthiness. In conclusion, we discuss how the design of a robot could make it more convincing as extensive marketing and brand promotion companies could use robots to enhance their advertisement operations

Social Robots in Collaborative Learning: Consequences of the Design on Students' Perception

International audienc

Towards long-term social child-robot interaction: using multi-activity switching to engage young users

Social robots have the potential to provide support in a number of practical domains, such as learning and behaviour change. This potential is particularly relevant for children, who have proven receptive to interactions with social robots. To reach learning and therapeutic goals, a number of issues need to be investigated, notably the design of an effective child-robot interaction (cHRI) to ensure the child remains engaged in the relationship and that educational goals are met. Typically, current cHRI research experiments focus on a single type of interaction activity (e.g. a game). However, these can suffer from a lack of adaptation to the child, or from an increasingly repetitive nature of the activity and interaction. In this paper, we motivate and propose a practicable solution to this issue: an adaptive robot able to switch between multiple activities within single interactions. We describe a system that embodies this idea, and present a case study in which diabetic children collaboratively learn with the robot about various aspects of managing their condition. We demonstrate the ability of our system to induce a varied interaction and show the potential of this approach both as an educational tool and as a research method for long-term cHRI

Socially assistive robots : the specific case of the NAO

Numerous researches have studied the development of robotics, especially socially assistive robots (SAR), including the NAO robot. This small humanoid robot has a great potential in social assistance. The NAO robot’s features and capabilities, such as motricity, functionality, and affective capacities, have been studied in various contexts. The principal aim of this study is to gather every research that has been done using this robot to see how the NAO can be used and what could be its potential as a SAR. Articles using the NAO in any situation were found searching PSYCHINFO, Computer and Applied Sciences Complete and ACM Digital Library databases. The main inclusion criterion was that studies had to use the NAO robot. Studies comparing it with other robots or intervention programs were also included. Articles about technical improvements were excluded since they did not involve concrete utilisation of the NAO. Also, duplicates and articles with an important lack of information on sample were excluded. A total of 51 publications (1895 participants) were included in the review. Six categories were defined: social interactions, affectivity, intervention, assisted teaching, mild cognitive impairment/dementia, and autism/intellectual disability. A great majority of the findings are positive concerning the NAO robot. Its multimodality makes it a SAR with potential

Embodiment and the Arts: Views from South Africa

Embodiment and the Arts: Views from South Africa presents a diversity of views on the nature and status of the body in relation to acting, advertisements, designs, films, installations, music, photographs, performance, typography, and video works. Applying the methodologies of phenomenology, hermeneutic phenomenology, embodied perception, ecological psychology, and sense-based research, the authors place the body at the centre of their analyses. The cornerstone of the research presented here is the view that aesthetic experience is active and engaged rather than passive and disinterested. This novel volume offers a rich and diverse range of applications of the paradigm of embodiment to the arts in South Africa.Publishe