642 research outputs found

    User-centered design of a dynamic-autonomy remote interaction concept for manipulation-capable robots to assist elderly people in the home

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    In this article, we describe the development of a human-robot interaction concept for service robots to assist elderly people in the home with physical tasks. Our approach is based on the insight that robots are not yet able to handle all tasks autonomously with sufficient reliability in the complex and heterogeneous environments of private homes. We therefore employ remote human operators to assist on tasks a robot cannot handle completely autonomously. Our development methodology was user-centric and iterative, with six user studies carried out at various stages involving a total of 241 participants. The concept is under implementation on the Care-O-bot 3 robotic platform. The main contributions of this article are (1) the results of a survey in form of a ranking of the demands of elderly people and informal caregivers for a range of 25 robot services, (2) the results of an ethnography investigating the suitability of emergency teleassistance and telemedical centers for incorporating robotic teleassistance, and (3) a user-validated human-robot interaction concept with three user roles and corresponding three user interfaces designed as a solution to the problem of engineering reliable service robots for home environments

    Comfort, Acceptance, and Preferences: The Designing of a Human-Robot Workstation that Puts the Human First

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    The purely manual versions of manufacturing are becoming less common, and automation is increasing. With mass production moving towards mass customization this change is inevitable. However, a future of automation does not mean that operators are going to be replaced. In fact, it means that operators’ jobs are about to become more meaningful and value adding for themselves and the company. Soon majority of the jobs where operators do the repetitive mindless task of a robot will be gone. It is time for Human-Robot Collaboration (HRC) to advance the assembly process to the next level. Human-robot teams will be formed to combine their individual strengths and compensate for their individual weaknesses. The success of human-robot collaboration heavily depends on the operator’s acceptance of the robot. Unfortunately, operators are worried about robots taking their jobs, diminishing their self-worth, and putting them in danger. To mitigate these concerns the objective of this thesis is to model the design requirements of a human-robot collaborative assembly station that appeals to operator comfort and acceptance while still supporting the needs of production. A combination of fulfilling requirements, providing the operator with a better understanding of the robot’s capabilities, and providing the operator with limited control could lead to an improved interaction between operators and robots. Operator feedback was obtained from professionals in industry through surveys and structured interviews. Then the Quality Function Deployment (QFD) tool was used to translate the vague operator requirements captured in the survey responses and interviews into product-relevant parameters that designers and engineers can apply. The nine operator requirements derived for working with robots are safety, dependability, value-adding, controllability, helpfulness, easy to communicate with, teachable, easy to fix, and enjoyable to work with

    Learning-by-Teaching in CS Education: A Systematic Review

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    To investigate the strategies and approaches in teaching Computer Science (CS), we searched the literature review in CS education in the past ten years. The reviews show that learning-by-teaching with the use of technologies is helpful for improving student learning. To further investigate the strategies that are applied to learning-by-teaching, three categories are identified: peer tutoring, game-based flipped classroom, and teachable agents. In each category, we further searched and investigated prior studies. The results reveal the effectiveness and challenges of each strategy and provide insights for future studies

    How Do UX Practitioners Communicate AI as a Design Material? Artifacts, Conceptions, and Propositions

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    UX practitioners (UXPs) face novel challenges when working with and communicating artificial intelligence (AI) as a design material. We explore how UXPs communicate AI concepts when given hands-on experience training and experimenting with AI models. To do so, we conducted a task-based design study with 27 UXPs in which they prototyped and created a design presentation for a AI-enabled interface while having access to a simple AI model training tool. Through analyzing UXPs' design presentations and post-activity interviews, we found that although UXPs struggled to clearly communicate some AI concepts, tinkering with AI broadened common ground when communicating with technical stakeholders. UXPs also identified key risks and benefits of AI in their designs, and proposed concrete next steps for both UX and AI work. We conclude with a sensitizing concept and recommendations for design and AI tools to enhance multi-stakeholder communication and collaboration when crafting human-centered AI experiences

    Interacting with educational chatbots: A systematic review

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    Chatbots hold the promise of revolutionizing education by engaging learners, personalizing learning activities, supporting educators, and developing deep insight into learners’ behavior. However, there is a lack of studies that analyze the recent evidence-based chatbot-learner interaction design techniques applied in education. This study presents a systematic review of 36 papers to understand, compare, and reflect on recent attempts to utilize chatbots in education using seven dimensions: educational field, platform, design principles, the role of chatbots, interaction styles, evidence, and limitations. The results show that the chatbots were mainly designed on a web platform to teach computer science, language, general education, and a few other fields such as engineering and mathematics. Further, more than half of the chatbots were used as teaching agents, while more than a third were peer agents. Most of the chatbots used a predetermined conversational path, and more than a quarter utilized a personalized learning approach that catered to students’ learning needs, while other chatbots used experiential and collaborative learning besides other design principles. Moreover, more than a third of the chatbots were evaluated with experiments, and the results primarily point to improved learning and subjective satisfaction. Challenges and limitations include inadequate or insufficient dataset training and a lack of reliance on usability heuristics. Future studies should explore the effect of chatbot personality and localization on subjective satisfaction and learning effectiveness

    SciTech News Volume 71, No. 3 (2017)

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    Columns and Reports From the Editor.........................3 Division News Science-Technology Division....5 Chemistry Division....................8 Conference Report, Marion E, Sparks Professional Development Award Recipient..9 Engineering Division................10 Engineering Division Award, Winners Reflect on their Conference Experience..15 Aerospace Section of the Engineering Division .....18 Architecture, Building Engineering, Construction, and Design Section of the Engineering Division................20 Reviews Sci-Tech Book News Reviews...22 Advertisements IEEE..........................................
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