10,612 research outputs found
Challenging the Computational Metaphor: Implications for How We Think
This paper explores the role of the traditional computational metaphor in our thinking as computer scientists, its influence on epistemological styles, and its implications for our understanding of cognition. It proposes to replace the conventional metaphor--a sequence of steps--with the notion of a community of interacting entities, and examines the ramifications of such a shift on these various ways in which we think
A Novel Reinforcement-Based Paradigm for Children to Teach the Humanoid Kaspar Robot
© The Author(s) 2019. This is the final published version of an article published in Psychological Research, licensed under a Creative Commons Attri-bution 4.0 International License. Available online at: https://doi.org/10.1007/s12369-019-00607-xThis paper presents a contribution to the active field of robotics research with the aim of supporting the development of social and collaborative skills of children with Autism Spectrum Disorders (ASD). We present a novel experiment where the classical roles are reversed: in this scenario the children are the teachers providing positive or negative reinforcement to the Kaspar robot in order for the robot to learn arbitrary associations between different toy names and the locations where they are positioned. The objective of this work is to develop games which help children with ASD develop collaborative skills and also provide them tangible example to understand that sometimes learning requires several repetitions. To facilitate this game we developed a reinforcement learning algorithm enabling Kaspar to verbally convey its level of uncertainty during the learning process, so as to better inform the children interacting with Kaspar the reasons behind the successes and failures made by the robot. Overall, 30 Typically Developing (TD) children aged between 7 and 8 (19 girls, 11 boys) and 6 children with ASD performed 22 sessions (16 for TD; 6 for ASD) of the experiment in groups, and managed to teach Kaspar all associations in 2 to 7 trials. During the course of study Kaspar only made rare unexpected associations (2 perseverative errors and 1 win-shift, within a total of 272 trials), primarily due to exploratory choices, and eventually reached minimal uncertainty. Thus the robot's behavior was clear and consistent for the children, who all expressed enthusiasm in the experiment.Peer reviewe
Theory of Robot Communication: II. Befriending a Robot over Time
In building on theories of Computer-Mediated Communication (CMC), Human-Robot
Interaction, and Media Psychology (i.e. Theory of Affective Bonding), the
current paper proposes an explanation of how over time, people experience the
mediated or simulated aspects of the interaction with a social robot. In two
simultaneously running loops, a more reflective process is balanced with a more
affective process. If human interference is detected behind the machine,
Robot-Mediated Communication commences, which basically follows CMC
assumptions; if human interference remains undetected, Human-Robot
Communication comes into play, holding the robot for an autonomous social
actor. The more emotionally aroused a robot user is, the more likely they
develop an affective relationship with what actually is a machine. The main
contribution of this paper is an integration of Computer-Mediated
Communication, Human-Robot Communication, and Media Psychology, outlining a
full-blown theory of robot communication connected to friendship formation,
accounting for communicative features, modes of processing, as well as
psychophysiology.Comment: Hoorn, J. F. (2018). Theory of robot communication: II. Befriending a
robot over time. arXiv:cs, 2502572(v1), 1-2
Human-centred design methods : developing scenarios for robot assisted play informed by user panels and field trials
Original article can be found at: http://www.sciencedirect.com/ Copyright ElsevierThis article describes the user-centred development of play scenarios for robot assisted play, as part of the multidisciplinary IROMEC1 project that develops a novel robotic toy for children with special needs. The project investigates how robotic toys can become social mediators, encouraging children with special needs to discover a range of play styles, from solitary to collaborative play (with peers, carers/teachers, parents, etc.). This article explains the developmental process of constructing relevant play scenarios for children with different special needs. Results are presented from consultation with panel of experts (therapists, teachers, parents) who advised on the play needs for the various target user groups and who helped investigate how robotic toys could be used as a play tool to assist in the children’s development. Examples from experimental investigations are provided which have informed the development of scenarios throughout the design process. We conclude by pointing out the potential benefit of this work to a variety of research projects and applications involving human–robot interactions.Peer reviewe
Learning Robot Activities from First-Person Human Videos Using Convolutional Future Regression
We design a new approach that allows robot learning of new activities from
unlabeled human example videos. Given videos of humans executing the same
activity from a human's viewpoint (i.e., first-person videos), our objective is
to make the robot learn the temporal structure of the activity as its future
regression network, and learn to transfer such model for its own motor
execution. We present a new deep learning model: We extend the state-of-the-art
convolutional object detection network for the representation/estimation of
human hands in training videos, and newly introduce the concept of using a
fully convolutional network to regress (i.e., predict) the intermediate scene
representation corresponding to the future frame (e.g., 1-2 seconds later).
Combining these allows direct prediction of future locations of human hands and
objects, which enables the robot to infer the motor control plan using our
manipulation network. We experimentally confirm that our approach makes
learning of robot activities from unlabeled human interaction videos possible,
and demonstrate that our robot is able to execute the learned collaborative
activities in real-time directly based on its camera input
The Iterative Development of the Humanoid Robot Kaspar: An Assistive Robot for Children with Autism
This paper gives an overview of the design and development of the humanoid robot Kaspar. Since the first Kaspar robot was developed in 2005, the robotic platform has undergone continuous development driven by the needs of users and technological advancements enabling the integration of new features. We discuss in detail the iterative development of Kaspar’s design and clearly explain the rational of each development, which has been based on the user requirements as well as our years of experience in robot assisted therapy for children with autism, particularly focusing on how the developments benefit the children we work with. Further to this, we discuss the role and benefits of robotic autonomy on both children and therapist along with the progress that we have made on the Kaspar robot’s autonomy towards achieving a semi-autonomous child-robot interaction in a real world setting.Peer reviewe
Building ArtBots to attract students into STEM learning
There is an increasing worldwide demand for people educated into science and technology. Unfortunately, girls and underprivileged students are often underrepresented in Science, Technology, Engineering and Mathematics (STEM) education programs. We believe that by inclusion of art in these programs, educational activities might become more attractive to a broader audience. In this work we present an example of such an educational activity: an international robotics and art week for secondary school students. This educational activity builds up on the project-based and inquiry learning framework. This article is intended as a brief manual to help others organise such an activity. It also gives insights in how we led a highly heterogeneous group of students into learning STEM and becoming science and technology ambassadors for their peers
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