Why UX Research Matters for HRI: The Case of Tablets as Mediators

Many human-robot interaction systems involve a third component: a tablet, which can either be separate or integrated in the robot (as is the case in SoftBank Robotics' Pepper robot). Such a tablet can be used, for instance, to present information to the human user or to gain control over the robot's complex surroundings, by introducing a virtual environment as a substitute for interactions that would normally happen in the physical world. While such a tablet can potentially have a big impact on the usability of the entire system and affect the interaction between human and robot, it is often not explicitly included when evaluating the user experience of human-robot interaction. This paper describes a case study where three evaluation methods were combined in order to get a comprehensive overview of the user experience of an Intelligent Tutoring System (ITS), consisting of a robot and a tablet. The results show several major usability issues with the virtual environment, which could have affected the experience of interacting with the robot. This underlines the importance of including not only the robot itself, but also any other interaction mediators in an iterative design process

The Rotterdam Elderly Pain Observation Scale (REPOS):A new behavioral pain scale for non-communicative adults and cognitively impaired elderly persons

Several observation scales have been developed to measure pain in elderly persons with cognitive impairments. Most scales, however, do not provide cut-off scores for pain, and previous studies do not include data on non-verbal patients with diagnoses other than dementia. Objective: The development of an easy-to-use, reliable and valid pain observation scale, the Rotterdam Elderly Pain Observation Scale (REPOS), for use in nursing home residents incapable of reporting pain themselves. Methods: In this multicenter case-control study 174 residents of various cognitive levels were videotaped at rest and during a potentially painful activity. Prevalences and co- occurrences of behaviors were examined, and interrelationships were identified. To reduce number of items, multiple linear regression analysis was used. Interrater-, and intrarater agreements and internal consistency were investigated. To estimate validity, REPOS was related to Numeric Rating Scale (NRS) and Pain Assessment in Advanced Dementia-Scale (PAINAD), and activity and rest situations were compared. Results: A one-dimensional model with a good fit was found. After redundancy analysis, ten items remained. Interrater- and intrarater agreements of two observers were good. Internal consistency was moderate. Correlations between REPOS and NRS were small to medium, and between REPOS and PAINAD large. REPOS-scores for the two situations differed significantly. A total score of 3 and higher indicates pain. Conclusions: REPOS appears to be promising for identifying pain in residents of various cognitive levels. To improve pain management, a cut-off score for pain was determined, together with a treatment protocol. Its conciseness suggests good usefulness in daily practice.</p

A toy or a friend? Children's anthropomorphic beliefs about robots and how these relate to second-language word learning

This study investigates the degree to which children anthropomorphize a robot tutor and whether this anthropomorphism relates to their vocabulary learning in a second-language (L2) tutoring intervention. With this aim, an anthropomorphism questionnaire was administered to 5-year-old children (N = 104) twice: prior to and following a seven-session L2 vocabulary training with a humanoid robot. On average, children tended to anthropomorphize the robot prior to and after the lessons to a similar degree, but many children changed their attributed anthropomorphic features. Boys anthropomorphized the robot less after the lessons than girls. Moreover, there was a weak but significant positive correlation between anthropomorphism as measured before the lessons and scores on a word-knowledge post-test administered the day after the last lesson. There was also a weak but significant positive correlation between the change in anthropomorphism over time and scores on a word-knowledge post-test administered approximately 2 weeks after the last lesson. Our results underscore the need to manage children's expectations in robot-assisted education. Also, future research could explore adaptations to individual children's expectations in child-robot interactions

Engagement in longitudinal child-robot language learning interactions: Disentangling robot and task engagement

This study investigated a seven sessions interaction between a peer-tutor robot and Dutch preschoolers (5 years old) during which the children learned English. We examined whether children’s engagement differed when interacting with a tablet and a robot using iconic gestures, with a tablet and a robot using no iconic gestures and with only a tablet. Two engagement types were annotated (task engagement and robot engagement) using a novel coding scheme based on an existing coding scheme used in kindergartens. The findings revealed that children’s task engagement dropped over time in all three conditions, consistent with the novelty effect. However, there were no differences between the different conditions for task engagement. Interestingly, robot engagement showed a difference between conditions. Children were more robot engaged when interacting with a robot using iconic gestures than without iconic gestures. Finally, when comparing children’s word knowledge with their engagement, we found that both task engagement and robot engagement were positively correlated with children’s word retention

Designing and Evaluating Iconic Gestures for Child-Robot Second Language Learning

In this paper, we examine the process of designing robot-performed iconic hand gestures in the context of a long-Term study into second language tutoring with children of approximately 5 years old. We explore four factors that may relate to their efficacy in supporting second language tutoring: The age of participating children; differences between gestures for various semantic categories, e.g. measurement words, such as small, versus counting words, such as five; the quality (comprehensibility) of the robot's gestures; and spontaneous reenactment or imitation of the gestures. Age was found to relate to children's learning outcomes, with older children benefiting more from the robot's iconic gestures than younger children, particularly for measurement words. We found no conclusive evidence that the quality of the gestures or spontaneous reenactment of said gestures related to learning outcomes. We further propose several improvements to the process of designing and implementing a robot's iconic gesture repertoire