Robots in education : an introduction to high-tech social agents, intelligent tutors, and curricular Tools

Robots in Education is an accessible introduction to the use of robotics in formal learning, encompassing pedagogical and psychological theories as well as implementation in curricula. Today, a variety of communities across education are increasingly using robots as general classroom tutors, tools in STEM projects, and subjects of study. This volume explores how the unique physical and social-interactive capabilities of educational robots can generate bonds with students while freeing instructors to focus on their individualized approaches to teaching and learning. Authored by a uniquely interdisciplinary team of scholars, the book covers the basics of robotics and their supporting technologies; attitudes toward and ethical implications of robots in learning; research methods relevant to extending our knowledge of the field; and more

Towards Optimally Decentralized Multi-Robot Collision Avoidance via Deep Reinforcement Learning

Developing a safe and efficient collision avoidance policy for multiple robots is challenging in the decentralized scenarios where each robot generate its paths without observing other robots' states and intents. While other distributed multi-robot collision avoidance systems exist, they often require extracting agent-level features to plan a local collision-free action, which can be computationally prohibitive and not robust. More importantly, in practice the performance of these methods are much lower than their centralized counterparts. We present a decentralized sensor-level collision avoidance policy for multi-robot systems, which directly maps raw sensor measurements to an agent's steering commands in terms of movement velocity. As a first step toward reducing the performance gap between decentralized and centralized methods, we present a multi-scenario multi-stage training framework to find an optimal policy which is trained over a large number of robots on rich, complex environments simultaneously using a policy gradient based reinforcement learning algorithm. We validate the learned sensor-level collision avoidance policy in a variety of simulated scenarios with thorough performance evaluations and show that the final learned policy is able to find time efficient, collision-free paths for a large-scale robot system. We also demonstrate that the learned policy can be well generalized to new scenarios that do not appear in the entire training period, including navigating a heterogeneous group of robots and a large-scale scenario with 100 robots. Videos are available at https://sites.google.com/view/drlmac

The ITALK project : A developmental robotics approach to the study of individual, social, and linguistic learning

This is the peer reviewed version of the following article: Frank Broz et al, “The ITALK Project: A Developmental Robotics Approach to the Study of Individual, Social, and Linguistic Learning”, Topics in Cognitive Science, Vol 6(3): 534-544, June 2014, which has been published in final form at doi: http://dx.doi.org/10.1111/tops.12099 This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving." Copyright © 2014 Cognitive Science Society, Inc.This article presents results from a multidisciplinary research project on the integration and transfer of language knowledge into robots as an empirical paradigm for the study of language development in both humans and humanoid robots. Within the framework of human linguistic and cognitive development, we focus on how three central types of learning interact and co-develop: individual learning about one's own embodiment and the environment, social learning (learning from others), and learning of linguistic capability. Our primary concern is how these capabilities can scaffold each other's development in a continuous feedback cycle as their interactions yield increasingly sophisticated competencies in the agent's capacity to interact with others and manipulate its world. Experimental results are summarized in relation to milestones in human linguistic and cognitive development and show that the mutual scaffolding of social learning, individual learning, and linguistic capabilities creates the context, conditions, and requisites for learning in each domain. Challenges and insights identified as a result of this research program are discussed with regard to possible and actual contributions to cognitive science and language ontogeny. In conclusion, directions for future work are suggested that continue to develop this approach toward an integrated framework for understanding these mutually scaffolding processes as a basis for language development in humans and robots.Peer reviewe

Learning and Reasoning for Robot Sequential Decision Making under Uncertainty

Robots frequently face complex tasks that require more than one action, where sequential decision-making (SDM) capabilities become necessary. The key contribution of this work is a robot SDM framework, called LCORPP, that supports the simultaneous capabilities of supervised learning for passive state estimation, automated reasoning with declarative human knowledge, and planning under uncertainty toward achieving long-term goals. In particular, we use a hybrid reasoning paradigm to refine the state estimator, and provide informative priors for the probabilistic planner. In experiments, a mobile robot is tasked with estimating human intentions using their motion trajectories, declarative contextual knowledge, and human-robot interaction (dialog-based and motion-based). Results suggest that, in efficiency and accuracy, our framework performs better than its no-learning and no-reasoning counterparts in office environment.Comment: In proceedings of 34th AAAI conference on Artificial Intelligence, 202

A discriminative approach to grounded spoken language understanding in interactive robotics

Spoken Language Understanding in Interactive Robotics provides computational models of human-machine communication based on the vocal input. However, robots operate in specific environments and the correct interpretation of the spoken sentences depends on the physical, cognitive and linguistic aspects triggered by the operational environment. Grounded language processing should exploit both the physical constraints of the context as well as knowledge assumptions of the robot. These include the subjective perception of the environment that explicitly affects linguistic reasoning. In this work, a standard linguistic pipeline for semantic parsing is extended toward a form of perceptually informed natural language processing that combines discriminative learning and distributional semantics. Empirical results achieve up to a 40% of relative error reduction

Robots show us how to teach them: Feedback from robots shapes tutoring behavior during action learning

Vollmer A-L, Mühlig M, Steil JJ, et al. Robots show us how to teach them: Feedback from robots shapes tutoring behavior during action learning. PLoS ONE. 2014;9(3): e91349.Robot learning by imitation requires the detection of a tutor's action demonstration and its relevant parts. Current approaches implicitly assume a unidirectional transfer of knowledge from tutor to learner. The presented work challenges this predominant assumption based on an extensive user study with an autonomously interacting robot. We show that by providing feedback, a robot learner influences the human tutor's movement demonstrations in the process of action learning. We argue that the robot's feedback strongly shapes how tutors signal what is relevant to an action and thus advocate a paradigm shift in robot action learning research toward truly interactive systems learning in and benefiting from interaction

A neural network-based exploratory learning and motor planning system for co-robots

Collaborative robots, or co-robots, are semi-autonomous robotic agents designed to work alongside humans in shared workspaces. To be effective, co-robots require the ability to respond and adapt to dynamic scenarios encountered in natural environments. One way to achieve this is through exploratory learning, or "learning by doing," an unsupervised method in which co-robots are able to build an internal model for motor planning and coordination based on real-time sensory inputs. In this paper, we present an adaptive neural network-based system for co-robot control that employs exploratory learning to achieve the coordinated motor planning needed to navigate toward, reach for, and grasp distant objects. To validate this system we used the 11-degrees-of-freedom RoPro Calliope mobile robot. Through motor babbling of its wheels and arm, the Calliope learned how to relate visual and proprioceptive information to achieve hand-eye-body coordination. By continually evaluating sensory inputs and externally provided goal directives, the Calliope was then able to autonomously select the appropriate wheel and joint velocities needed to perform its assigned task, such as following a moving target or retrieving an indicated object

Beyond Gazing, Pointing, and Reaching: A Survey of Developmental Robotics

Developmental robotics is an emerging field located at the intersection of developmental psychology and robotics, that has lately attracted quite some attention. This paper gives a survey of a variety of research projects dealing with or inspired by developmental issues, and outlines possible future directions