Research on Social Engagement with a Rabbitic User Interface

Companions as interfaces to smart rooms need not only to be easy to interact with, but also to maintain long-term relationships with their users. The FP7-funded project SERA (Social Engagement with Robots and Agents) contributes to knowledge about and modeling of such relationships. One focal activity is an iterative field study to collect real-life long-term interaction data with a robotic interface. The first stage of this study has been completed. This paper reports on the set-up and the first insights

Voice interfaces in everyday life

Voice User Interfaces (VUIs) are becoming ubiquitously available, being embedded both into everyday mobility via smartphones, and into the life of the home via ‘assistant’ devices. Yet, exactly how users of such devices practically thread that use into their everyday social interactions remains underexplored. By collecting and studying audio data from month-long deployments of the Amazon Echo in participants’ homes—informed by ethnomethodology and conversation analysis—our study documents the methodical practices of VUI users, and how that use is accomplished in the complex social life of the home. Data we present shows how the device is made accountable to and embedded into conversational settings like family dinners where various simultaneous activities are being achieved. We discuss how the VUI is finely coordinated with the sequential organisation of talk. Finally, we locate implications for the accountability of VUI interaction, request and response design, and raise conceptual challenges to the notion of designing ‘conversational’ interfaces

Towards a European High Performance Education and Research Network (HIPERnet)

Europe is still lacking a truly pervasive highperformace network infrastructure for its scientific and educational community. A scenario is presented addressing the needs of all fields of science, research and education as well as culture. A plea is made to combine all forces at the European level in order to establish an infrastructure which will serve the needs: the High Performance Education and Research Network (HIPERnet) I. Introduction Industrialized countries rely heavily on innovative and successful research and have a vital interest in seeing research produce a wealth of excellent results. In most cases, these results lead directly or indirectly to new industrial products and thus contribute substantially to the economic development of any country. Research, then, is also an important precondition for the creation of new and the preservation of existing employment, for the upkeep and improvement of the quality of living in the countries of the European Union, and the answer t..

Social Interaction with Robots and Agents: Where Do We Stand, Where Do We Go?

Robots and agents are becoming increasingly prominent in everyday life, taking on a variety of roles, including helpers, coaches, and even social companions. A core requirement for these social agents is the ability to establish and maintain long-term trusting and engaging relationship with their human users. Much research has already been done on the prerequisites for these types of social agents and robots, in affective computing, social computing and affective HCI. A number of disciplines within psychology and the social sciences are also relevant, contributing theories, data and methods relevant for the emerging areas of social robotics, and social computing in general. However, the complexity of the task of designing these social agents, and the diversity of the relevant disciplines, can be overwhelming. This paper presents a summary of a special session at ACII 2009 whose purpose was to provide an overview of the state-of-the-art in social agents and robots, and to explore some of the fundamental questions regarding their development, and the evaluation of their effectiveness

Tools, harmonization and standardization procedures of the impact and outcome evaluation indices obtained during a kindergarten-based, family-involved intervention to prevent obesity in early childhood: The ToyBox-study

The ToyBox-intervention is a kindergarten-based, family-involved intervention targeting multiple lifestyle behaviours in preschool children, their teachers and their families. This intervention was conducted in six European countries, namely Belgium, Bulgaria, Germany, Greece, Poland and Spain. The aim of this paper is to provide a descriptive overview of the harmonization and standardization procedures of the baseline and follow-up evaluation of the study (and substudies). Steps related to the study's operational, standardization and harmonization procedures as well as the impact and outcome evaluation assessment tools used are presented. Experiences from the project highlight the importance of safeguarding the measurement process to minimize data heterogeneity derived from potential measurement error and country-by-country differences. In addition, it was made clear that continuing quality control and support is an important component of such studies. For this reason, well-supported communication channels, such as regular email updates and teleconferences, and regular internal and external meetings to ensure smooth and accurate implementation were in place during the study. The ToyBox-intervention and its harmonized and standardized procedures can serve as a successful case study for future studies evaluating the efficacy of similar interventions

Effect and process evaluation of a kindergarten-based, family-involved intervention with a randomized cluster design on sedentary behaviour in 4- to 6-year old European preschool children: The ToyBoxstudy

Background: The aim of the present study evaluated the effect and process of the ToyBox-intervention on proxy-reported sedentary behaviours in 4- to 6-year-old preschoolers from six European countries. Methods: In total, 2434 preschoolers' parents/primary caregivers (mean age: 4.7±0.4 years, 52.2% boys) filled out a questionnaire, assessing preschoolers' sedentary behaviours (TV/DVD/video viewing, computer/video games use and quiet play) on weekdays and weekend days. Multilevel repeated measures analyses were conducted to measure the intervention effects. Additionally, process evaluation data were included to better understand the intervention effects. Results: Positive intervention effects were found for computer/video games use. In the total sample, the intervention group showed a smaller increase in computer/video games use on weekdays (β =-3.40, p = 0.06; intervention: +5.48 min/day, control: +8.89 min/day) and on weekend days (β =-5.97, p = 0.05; intervention: +9.46 min/day, control: +15.43 min/day) from baseline to follow-up, compared to the control group. Country-specific analyses showed similar effects in Belgium and Bulgaria, while no significant intervention effects were found in the other countries. Process evaluation data showed relatively low teachers' and low parents' process evaluation scores for the sedentary behaviour component of the intervention (mean: 15.6/24, range: 2.5-23.5 and mean: 8.7/17, range: 0-17, respectively). Higher parents' process evaluation scores were related to a larger intervention effect, but higher teachers' process evaluation scores were not. ConclusionsL The ToyBox-intervention had a small, positive effect on European preschoolers' computer/video games use on both weekdays and weekend days, but not on TV/DVD/video viewing or quiet play. The lack of larger effects can possibly be due to the fact that parents were only passively involved in the intervention and to the fact that the intervention was too demanding for the teachers. Future interventions targeting preschoolers' behaviours should involve parents more actively in both the development and the implementation of the intervention and, when involving schools, less demanding activities for teachers should be developed

Establishing a method to estimate the cost-effectiveness of a kindergarten-based, family-involved intervention to prevent obesity in early childhood. The ToyBox-study

Overweight and obesity in children are recognized as a major health problem. The ToyBox-intervention was developed with the aim of preventing obesity in pre-schoolers. Because it is increasingly important to inform policy makers not only on the effects of prevention interventions, but also on their costs and cost-effectiveness, our purpose was to establish a method to estimate the cost-effectiveness of the ToyBox-intervention. In order to estimate the long-term impact of the ToyBox-intervention on health and societal costs, extrapolations of the intervention effect will be conducted to predict children's weight status (based on the body mass index) at adult age. Effects of the adult weight status on the prevalence of obesity-related complications will be modelled through a Markov model, with a total time horizon of 70 years and a cycle length of 1 year. The model will be conducted in six European countries participating in the ToyBox-intervention, based on country-specific economic and epidemiological data. This study describes the methodological rationale and implementation of an analytic model to examine the cost-effectiveness of the ToyBox-intervention for six European countries, in order to inform decision-makers on the value for money of this intervention in the prevention of obesity in pre-schoolers

The effect of a kindergarten-based, family-involved intervention on objectively measured physical activity in Belgian preschool boys and girls of high and low SES: The ToyBox-study

Background: The ToyBox-study developed an evidence- and theory-based intervention to improve preschoolers' energy balance-related behaviours - including physical activity (PA) - by targeting the kindergarten environment and involving their parents/caregivers. The present study aimed to examine the effect of the ToyBox-intervention on increasing Belgian preschoolers' objectively measured PA levels.Methods: A sample of 472 preschoolers (4.43 ± 0.55 years; 55.1% boys) from 27 kindergartens (15 intervention, 12 control kindergartens) in Flanders, Belgium were included in the data analyses. Preschoolers wore an ActiGraph accelerometer for six consecutive days and were included in the data analyses if they had a minimum of two weekdays and one weekend day, both at baseline and follow-up (one year later). Preschoolers' PA outcomes were estimated for an average day, weekday, weekend day, during school hours, and during after school hours. To assess intervention effects, multilevel repeated measures analyses were conducted for the total sample, and for sub-groups (according to sex, kindergarten levels of socio-economic status (SES) and risk groups (low levels of PA at baseline)) of preschoolers.Results: Small intervention effects were found in the total sample. Most intervention effects were found in boys and in preschoolers from high SES kindergartens. Boys from the intervention group had an increase in vigorous PA (ß = 1.47, p = 0.03) and moderate-to-vigorous PA (ß = 1.27, p = 0.03) from baseline to follow-up, whereas PA levels in boys from the control group stagnated or decreased. In preschoolers from high SES kindergartens, the largest effects were found for PA outcomes during school hours and during after school hours.Conclusion: The results from the Belgian sample demonstrate that effects of the PA-component of the ToyBox-intervention on objectively measured PA were found in preschool boys and in preschoolers from high SES kindergartens, which means that the ToyBox-intervention was mainly effective in those sub-groups. Future interventions should search for alternative strategies to increase preschoolers' PA levels in preschool girls and preschoolers from low SES kindergartens, as these are the most important at-risk groups regarding PA