Multi-Robot Systems: Challenges, Trends and Applications

This book is a printed edition of the Special Issue entitled “Multi-Robot Systems: Challenges, Trends, and Applications” that was published in Applied Sciences. This Special Issue collected seventeen high-quality papers that discuss the main challenges of multi-robot systems, present the trends to address these issues, and report various relevant applications. Some of the topics addressed by these papers are robot swarms, mission planning, robot teaming, machine learning, immersive technologies, search and rescue, and social robotics

Human-Robot Interaction architecture for interactive and lively social robots

Mención Internacional en el título de doctorLa sociedad está experimentando un proceso de envejecimiento que puede provocar un desequilibrio entre la población en edad de trabajar y aquella fuera del mercado de trabajo. Una de las soluciones a este problema que se están considerando hoy en día es la introducción de robots en multiples sectores, incluyendo el de servicios. Sin embargo, para que esto sea una solución viable, estos robots necesitan ser capaces de interactuar con personas de manera satisfactoria, entre otras habilidades. En el contexto de la aplicación de robots sociales al cuidado de mayores, esta tesis busca proporcionar a un robot social las habilidades necesarias para crear interacciones entre humanos y robots que sean naturales. En concreto, esta tesis se centra en tres problemas que deben ser solucionados: (i) el modelado de interacciones entre humanos y robots; (ii) equipar a un robot social con las capacidades expresivas necesarias para una comunicación satisfactoria; y (iii) darle al robot una apariencia vivaz. La solución al problema de modelado de diálogos presentada en esta tesis propone diseñar estos diálogos como una secuencia de elementos atómicos llamados Actos Comunicativos (CAs, por sus siglas en inglés). Se pueden parametrizar en tiempo de ejecución para completar diferentes objetivos comunicativos, y están equipados con mecanismos para manejar algunas de las imprecisiones que pueden aparecer durante interacciones. Estos CAs han sido identificados a partir de la combinación de dos dimensiones: iniciativa (si la tiene el robot o el usuario) e intención (si se pretende obtener o proporcionar información). Estos CAs pueden ser combinados siguiendo una estructura jerárquica para crear estructuras mas complejas que sean reutilizables. Esto simplifica el proceso para crear nuevas interacciones, permitiendo a los desarrolladores centrarse exclusivamente en diseñar el flujo del diálogo, sin tener que preocuparse de reimplementar otras funcionalidades que tienen que estar presentes en todas las interacciones (como el manejo de errores, por ejemplo). La expresividad del robot está basada en el uso de una librería de gestos, o expresiones, multimodales predefinidos, modelados como estructuras similares a máquinas de estados. El módulo que controla la expresividad recibe peticiones para realizar dichas expresiones, planifica su ejecución para evitar cualquier conflicto que pueda aparecer, las carga, y comprueba que su ejecución se complete sin problemas. El sistema es capaz también de generar estas expresiones en tiempo de ejecución a partir de una lista de acciones unimodales (como decir una frase, o mover una articulación). Una de las características más importantes de la arquitectura de expresividad propuesta es la integración de una serie de métodos de modulación que pueden ser usados para modificar los gestos del robot en tiempo de ejecución. Esto permite al robot adaptar estas expresiones en base a circunstancias particulares (aumentando al mismo tiempo la variabilidad de la expresividad del robot), y usar un número limitado de gestos para mostrar diferentes estados internos (como el estado emocional). Teniendo en cuenta que ser reconocido como un ser vivo es un requisito para poder participar en interacciones sociales, que un robot social muestre una apariencia de vivacidad es un factor clave en interacciones entre humanos y robots. Para ello, esta tesis propone dos soluciones. El primer método genera acciones a través de las diferentes interfaces del robot a intervalos. La frecuencia e intensidad de estas acciones están definidas en base a una señal que representa el pulso del robot. Dicha señal puede adaptarse al contexto de la interacción o al estado interno del robot. El segundo método enriquece las interacciones verbales entre el robot y el usuario prediciendo los gestos no verbales más apropiados en base al contenido del diálogo y a la intención comunicativa del robot. Un modelo basado en aprendizaje automático recibe la transcripción del mensaje verbal del robot, predice los gestos que deberían acompañarlo, y los sincroniza para que cada gesto empiece en el momento preciso. Este modelo se ha desarrollado usando una combinación de un encoder diseñado con una red neuronal Long-Short Term Memory, y un Conditional Random Field para predecir la secuencia de gestos que deben acompañar a la frase del robot. Todos los elementos presentados conforman el núcleo de una arquitectura de interacción humano-robot modular que ha sido integrada en múltiples plataformas, y probada bajo diferentes condiciones. El objetivo central de esta tesis es contribuir al área de interacción humano-robot con una nueva solución que es modular e independiente de la plataforma robótica, y que se centra en proporcionar a los desarrolladores las herramientas necesarias para desarrollar aplicaciones que requieran interacciones con personas.Society is experiencing a series of demographic changes that can result in an unbalance between the active working and non-working age populations. One of the solutions considered to mitigate this problem is the inclusion of robots in multiple sectors, including the service sector. But for this to be a viable solution, among other features, robots need to be able to interact with humans successfully. This thesis seeks to endow a social robot with the abilities required for a natural human-robot interactions. The main objective is to contribute to the body of knowledge on the area of Human-Robot Interaction with a new, platform-independent, modular approach that focuses on giving roboticists the tools required to develop applications that involve interactions with humans. In particular, this thesis focuses on three problems that need to be addressed: (i) modelling interactions between a robot and an user; (ii) endow the robot with the expressive capabilities required for a successful communication; and (iii) endow the robot with a lively appearance. The approach to dialogue modelling presented in this thesis proposes to model dialogues as a sequence of atomic interaction units, called Communicative Acts, or CAs. They can be parametrized in runtime to achieve different communicative goals, and are endowed with mechanisms oriented to solve some of the uncertainties related to interaction. Two dimensions have been used to identify the required CAs: initiative (the robot or the user), and intention (either retrieve information or to convey it). These basic CAs can be combined in a hierarchical manner to create more re-usable complex structures. This approach simplifies the creation of new interactions, by allowing developers to focus exclusively on designing the flow of the dialogue, without having to re-implement functionalities that are common to all dialogues (like error handling, for example). The expressiveness of the robot is based on the use of a library of predefined multimodal gestures, or expressions, modelled as state machines. The module managing the expressiveness receives requests for performing gestures, schedules their execution in order to avoid any possible conflict that might arise, loads them, and ensures that their execution goes without problems. The proposed approach is also able to generate expressions in runtime based on a list of unimodal actions (an utterance, the motion of a limb, etc...). One of the key features of the proposed expressiveness management approach is the integration of a series of modulation techniques that can be used to modify the robot’s expressions in runtime. This would allow the robot to adapt them to the particularities of a given situation (which would also increase the variability of the robot expressiveness), and to display different internal states with the same expressions. Considering that being recognized as a living being is a requirement for engaging in social encounters, the perception of a social robot as a living entity is a key requirement to foster human-robot interactions. In this dissertation, two approaches have been proposed. The first method generates actions for the different interfaces of the robot at certain intervals. The frequency and intensity of these actions are defined by a signal that represents the pulse of the robot, which can be adapted to the context of the interaction or the internal state of the robot. The second method enhances the robot’s utterance by predicting the appropriate non-verbal expressions that should accompany them, according to the content of the robot’s message, as well as its communicative intention. A deep learning model receives the transcription of the robot’s utterances, predicts which expressions should accompany it, and synchronizes them, so each gesture selected starts at the appropriate time. The model has been developed using a combination of a Long-Short Term Memory network-based encoder and a Conditional Random Field for generating a sequence of gestures that are combined with the robot’s utterance. All the elements presented above conform the core of a modular Human-Robot Interaction architecture that has been integrated in multiple platforms, and tested under different conditions.Programa de Doctorado en Ingeniería Eléctrica, Electrónica y Automática por la Universidad Carlos III de MadridPresidente: Fernando Torres Medina.- Secretario: Concepción Alicia Monje Micharet.- Vocal: Amirabdollahian Farshi

Producing Acoustic-Prosodic Entrainment in a Robotic Learning Companion to Build Learner Rapport

abstract: With advances in automatic speech recognition, spoken dialogue systems are assuming increasingly social roles. There is a growing need for these systems to be socially responsive, capable of building rapport with users. In human-human interactions, rapport is critical to patient-doctor communication, conflict resolution, educational interactions, and social engagement. Rapport between people promotes successful collaboration, motivation, and task success. Dialogue systems which can build rapport with their user may produce similar effects, personalizing interactions to create better outcomes. This dissertation focuses on how dialogue systems can build rapport utilizing acoustic-prosodic entrainment. Acoustic-prosodic entrainment occurs when individuals adapt their acoustic-prosodic features of speech, such as tone of voice or loudness, to one another over the course of a conversation. Correlated with liking and task success, a dialogue system which entrains may enhance rapport. Entrainment, however, is very challenging to model. People entrain on different features in many ways and how to design entrainment to build rapport is unclear. The first goal of this dissertation is to explore how acoustic-prosodic entrainment can be modeled to build rapport. Towards this goal, this work presents a series of studies comparing, evaluating, and iterating on the design of entrainment, motivated and informed by human-human dialogue. These models of entrainment are implemented in the dialogue system of a robotic learning companion. Learning companions are educational agents that engage students socially to increase motivation and facilitate learning. As a learning companion’s ability to be socially responsive increases, so do vital learning outcomes. A second goal of this dissertation is to explore the effects of entrainment on concrete outcomes such as learning in interactions with robotic learning companions. This dissertation results in contributions both technical and theoretical. Technical contributions include a robust and modular dialogue system capable of producing prosodic entrainment and other socially-responsive behavior. One of the first systems of its kind, the results demonstrate that an entraining, social learning companion can positively build rapport and increase learning. This dissertation provides support for exploring phenomena like entrainment to enhance factors such as rapport and learning and provides a platform with which to explore these phenomena in future work.Dissertation/ThesisDoctoral Dissertation Computer Science 201

Modelling a conversational agent (Botocrates) for promoting critical thinking and argumentation skills

Students in higher education institutions are often advised to think critically, yet without being guided to do so. The study investigated the use of a conversational agent (Botocrates) for supporting critical thinking and academic argumentation skills. The overarching research questions were: can a conversational agent support critical thinking and academic argumentation skills? If so, how? The study was carried out in two stages: modelling and evaluating Botocrates' prototype. The prototype was a Wizard-of-Oz system where a human plays Botocrates' role by following a set of instructions and knowledge-base to guide generation of responses. Both stages were conducted at the School of Education at the University of Leeds. In the first stage, the study analysed 13 logs of online seminars in order to define the tasks and dialogue strategies needed to be performed by Botocrates. The study identified two main tasks of Botocrates: providing answers to students' enquiries and engaging students in the argumentation process. Botocrates’ dialogue strategies and contents were built to achieve these two tasks. The novel theoretical framework of the ‘challenge to explain’ process and the notion of the ‘constructive expansion of exchange structure’ were produced during this stage and incorporated into Botocrates’ prototype. The aim of the ‘challenge to explain’ process is to engage users in repeated and constant cycles of reflective thinking processes. The ‘constructive expansion of exchange structure’ is the practical application of the ‘challenge to explain’ process. In the second stage, the study used the Wizard-of-Oz (WOZ) experiments and interviews to evaluate Botocrates’ prototype. 7 students participated in the evaluation stage and each participant was immediately interviewed after chatting with Botocrates. The analysis of the data gathered from the WOZ and interviews showed encouraging results in terms of students’ engagement in the process of argumentation. As a result of the role of ‘critic’ played by Botocrates during the interactions, users actively and positively adopted the roles of explainer, clarifier, and evaluator. However, the results also showed negative experiences that occurred to users during the interaction. Improving Botocrates’ performance and training users could decrease users’ unsuccessful and negative experiences. The study identified the critical success and failure factors related to achieving the tasks of Botocrates

Tailoring Interaction. Sensing Social Signals with Textiles.

Nonverbal behaviour is an important part of conversation and can reveal much about the nature of an interaction. It includes phenomena ranging from large-scale posture shifts to small scale nods. Capturing these often spontaneous phenomena requires unobtrusive sensing techniques that do not interfere with the interaction. We propose an underexploited sensing modality for sensing nonverbal behaviours: textiles. As a material in close contact with the body, they provide ubiquitous, large surfaces that make them a suitable soft interface. Although the literature on nonverbal communication focuses on upper body movements such as gestures, observations of multi-party, seated conversations suggest that sitting postures, leg and foot movements are also systematically related to patterns of social interaction. This thesis addressees the following questions: Can the textiles surrounding us measure social engagement? Can they tell who is speaking, and who, if anyone, is listening? Furthermore, how should wearable textile sensing systems be designed and what behavioural signals could textiles reveal? To address these questions, we have designed and manufactured bespoke chairs and trousers with integrated textile pressure sensors, that are introduced here. The designs are evaluated in three user studies that produce multi-modal datasets for the exploration of fine-grained interactional signals. Two approaches to using these bespoke textile sensors are explored. First, hand crafted sensor patches in chair covers serve to distinguish speakers and listeners. Second, a pressure sensitive matrix in custom-made smart trousers is developed to detect static sitting postures, dynamic bodily movement, as well as basic conversational states. Statistical analyses, machine learning approaches, and ethnographic methods show that by moni- toring patterns of pressure change alone it is possible to not only classify postures with high accuracy, but also to identify a wide range of behaviours reliably in individuals and groups. These findings es- tablish textiles as a novel, wearable sensing system for applications in social sciences, and contribute towards a better understanding of nonverbal communication, especially the significance of posture shifts when seated. If chairs know who is speaking, if our trousers can capture our social engagement, what role can smart textiles have in the future of human interaction? How can we build new ways to map social ecologies and tailor interactions

Microblogging as a Facilitator of Online Community in Graduate Education

Part-time and distance-learning students can experience a sense of isolation from their peers and the university. Concern about this isolation and resulting student attrition has increased in the midst of explosive growth in online course enrollments. One possible solution: building a stronger sense of community within the online graduate classroom using microblogging technology such as Twitter. Unfortunately, scholars across disciplines define community in different ways with some rejecting the concept altogether in favor of other theoretical constructs. And, few scholars have examined the notion of online classroom community from an English Studies perspective exploring the rhetorical exigencies that underpin this concept. Scholars often write about online community in aspirational terms and fail to demonstrate its existence empirically (Kling and Courtright, 2003). Through the application of two existing pedagogical theories (Rovai\u27s (2002) concept of classroom community and the well-established Community of Inquiry framework) this dissertation empirically documents the existence of online classroom community in two cases studies of graduate distance-learning summer sessions. This mixed-methods research study then demonstrates that microblogging technology is capable of both supporting and facilitating the growth of that sense of online classroom community. Because it stands at the convergence of a student\u27s academic and personal interests, social media software such as Twitter—whether used as a front- or backchannel to the course—is uniquely positioned to serve both as a virtual third place and as a venue for exercising Brooke\u27s (1999) writing underlife activities and extending Mueller\u27s (2009) notions of where and how these activities can be played out in a digital context. Finally, this dissertation also offers a five-part alternative definition of online classroom community that strongly links the digital space itself with the affective/emotional concerns addressed in some other theoretical constructions of community

Perception of Social Media as Seen by Educational Leadership Online Graduate Students

The purpose of this phenomenological study is to understand student perceptions of social media as they relate to the programs of study for online graduate students participating in an educational leadership department (hereafter referred to as EDLR) in Tennessee. As institutions of higher education are being affected by declining enrollments, increasing tuition, rising numbers of nontraditional students, global events, and continuing budget cuts, understanding student perception of the educational experience is a fundamental element for understanding ways to address the uncertain future of higher education. Through a series of in-depth interviews, data were collected and analyzed to provide a framework of understanding for that question. This study explores social media usage by online graduate students enrolled in the EDLR program at a Tennessee university. Some of the key findings that the data illustrate are that the perception of paucity by EDLR in its social media affects student perceptions of inclusion and community. Participants may not be actively engaging in social media; they are often aware of it and many explain that they use social media outlets to keep abreast of class activities and each other. Participants also felt that online learning resources are more like prescribed assignments and lack the needed freedoms for open communication and social media did not invade their personal space

The significance of silence. Long gaps attenuate the preference for ‘yes’ responses in conversation.

In conversation, negative responses to invitations, requests, offers and the like more often occur with a delay – conversation analysts talk of them as dispreferred. Here we examine the contrastive cognitive load ‘yes’ and ‘no’ responses make, either when given relatively fast (300 ms) or delayed (1000 ms). Participants heard minidialogues, with turns extracted from a spoken corpus, while having their EEG recorded. We find that a fast ‘no’ evokes an N400-effect relative to a fast ‘yes’, however this contrast is not present for delayed responses. This shows that an immediate response is expected to be positive – but this expectation disappears as the response time lengthens because now in ordinary conversation the probability of a ‘no’ has increased. Additionally, however, 'No' responses elicit a late frontal positivity both when they are fast and when they are delayed. Thus, regardless of the latency of response, a ‘no’ response is associated with a late positivity, since a negative response is always dispreferred and may require an account. Together these results show that negative responses to social actions exact a higher cognitive load, but especially when least expected, as an immediate response