Socially Constrained Management Of Power Resources For Social Mobile Robots

Autonomous robots acting as companions or assistants in real social environments should be able to sustain and operate over an extended period of time. Generally, autonomous mobile robots draw power from batteries to operate various sensors, actuators and perform tasks. Batteries have a limited power life and take a long time to recharge via a power source, which may impede human-robot interaction and task performance. Thus, it is important for social robots to manage their energy, this paper discusses an approach to manage power resources on mobile robot with regard to social aspects for creating life-like autonomous social robots

Interactive drama in real and virtual worlds.

How do we resolve the paradox of computer-supported interactive drama - that the human participant requires the very freedom to interact that the authored narrative structure denies them? This paper reports work around the concept of Emergent Narrative - the development of narrative structure through interaction itself. We cover both systems using a virtual world and those using a virtually-augmented real world, exploring how far reworking narrative structure as a loop between the causal (plot) and affective (character) can produce engaging experiences for participants. We discuss the key role of a cognitive-affective architecture for charac-ters and the process of cognitive appraisal as an engine for both in-character and in-role dramatic action

How Can a Robot Signal Its Incapability to Perform a Certain Task to Humans in an Acceptable Manner?

In this paper, a robot that is using politeness to overcome its incapability to serve is presented. The mobile robot “Alex” is interacting with human office colleagues in their environment and delivers messages, phone calls, and companionship. The robot's battery capacity is not sufficient to survive a full working day. Thus, the robot needs to recharge during the day. By doing so it is unavailable for tasks that involve movement. The study presented in this paper supports the idea that an incapability of fullfiling an appointed task can be overcome by politeness and showing appropriate behaviour. The results, reveal that, even the simple adjustment of spoken utterances towards a more polite phrasing can change the human's perception of the robot companion. This change in the perception can be made visible by analysing the human's behaviour towards the robot

The interaction between voice and appearance in the embodiment of a robot tutor

Robot embodiment is, by its very nature, holistic and understanding how various aspects contribute to the user perception of the robot is non-trivial. A study is presented here that investigates whether there is an interaction effect between voice and other aspects of embodiment, such as movement and appearance, in a pedagogical setting. An on-line study was distributed to children aged 11–17 that uses a modified Godspeed questionnaire. We show an interaction effect between the robot embodiment and voice in terms of perceived lifelikeness of the robot. Politeness is a key strategy used in learning and teaching, and here an effect is also observed for perceived politeness. Interestingly, participants’ overall preference was for embodiment combinations that are deemed polite and more like a teacher, but are not necessarily the most lifelike. From these findings, we are able to inform the design of robotic tutors going forward

WoZ Pilot Experiment for Empathic Robotic Tutors: Opportunities and Challenges

We discuss the challenges and opportunities in building empathic robotic tutors based on a preliminary Wizard-of-Oz (WoZ) pilot study. From the data collected in this study, we identify situations where empathy in a robotic tutor could have helped the conversation between the learner and the tutor. The video presented with this paper captures these situations where two children participants are interacting with a map application and a robot tutor operated by a wizard

A Reusable Interaction Management Module: Use case for Empathic Robotic Tutoring

We demonstrate the workings of a stochastic Interaction Management and showcase this working as part of a learning environment that includes a robotic tutor who interacts with students, helping them through a pedagogical task

Can models of agents be transferred between different areas?

One of the main reasons for the sustained activity and interest in the field of agent-based systems, apart from the obvious recognition of its value as a natural and intuitive way of understanding the world, is its reach into very many different and distinct fields of investigation. Indeed, the notions of agents and multi-agent systems are relevant to fields ranging from economics to robotics, in contributing to the foundations of the field, being influenced by ongoing research, and in providing many domains of application. While these various disciplines constitute a rich and diverse environment for agent research, the way in which they may have been linked by it is a much less considered issue. The purpose of this panel was to examine just this concern, in the relationships between different areas that have resulted from agent research. Informed by the experience of the participants in the areas of robotics, social simulation, economics, computer science and artificial intelligence, the discussion was lively and sometimes heated

How Expressiveness of a Robotic Tutor is Perceived by Children in a Learning Environment

We present a study investigating the expressiveness of two different types of robots in a tutoring task. The robots used were i) the EMYS robot, with facial expression capabilities, and ii) the NAO robot, without facial expressions but able to perform expressive gestures. Preliminary results show that the NAO robot was perceived to be more friendly, pleasant and empathic than the EMYS robot as a tutor in a learning environment

Investigating social vulnerability in children using computer mediated role-play

Here, we report a study using computer role-play to investigate Disinhibited Social Engagement in 54 typically developing children aged 6, 8 and 10 years. Children completed 22 (theme-matched) vignettes and computerised scenarios that captured the themes of the specific symptoms of Disinhibited Social Engagement Disorder (DSM V, APA, 2013). Our newly created 22 "Paper pencil" vignettes and computer role-play scenarios were used in conjunction with the Strange Stories (O'Hare, Bremner, Nash, Happé & Pettigrew, 2009) and Parents and Teachers completed versions of the Relationship Problems Questionnaire (RPQ: Minnis et al., 2007). Our findings revealed the developmental (age) differences of social vulnerability/indiscriminate friendliness and potential advantages of computermediated role-play in comparison to “paper pencil” tasks. We argue that using a method of children role playing characters gives a better insight into children's true vulnerabilities. We discuss our findings in relation to using this methodology for clinicians and researchers to improve social skills in the most socially vulnerable children