Music-aided affective interaction between human and service robot

This study proposes a music-aided framework for affective interaction of service robots with humans. The framework consists of three systems, respectively, for perception, memory, and expression on the basis of the human brain mechanism. We propose a novel approach to identify human emotions in the perception system. The conventional approaches use speech and facial expressions as representative bimodal indicators for emotion recognition. But, our approach uses the mood of music as a supplementary indicator to more correctly determine emotions along with speech and facial expressions. For multimodal emotion recognition, we propose an effective decision criterion using records of bimodal recognition results relevant to the musical mood. The memory and expression systems also utilize musical data to provide natural and affective reactions to human emotions. For evaluation of our approach, we simulated the proposed human-robot interaction with a service robot, iRobiQ. Our perception system exhibited superior performance over the conventional approach, and most human participants noted favorable reactions toward the music-aided affective interaction.open0

Multimodal Detection of Engagement in Groups of Children Using Rank Learning

In collaborative play, children exhibit different levels of engagement. Some children are engaged with other children while some play alone. In this study, we investigated multimodal detection of individual levels of engagement using a ranking method and non-verbal features: turn-taking and body movement. Firstly, we automatically extracted turn-taking and body movement features in naturalistic and challenging settings. Secondly, we used an ordinal annotation scheme and employed a ranking method considering the great heterogeneity and temporal dynamics of engagement that exist in interactions. We showed that levels of engagement can be characterised by relative levels between children. In particular, a ranking method, Ranking SVM, outperformed a conventional method, SVM classification. While either turn-taking or body movement features alone did not achieve promising results, combining the two features yielded significant error reduction, showing their complementary power

Guidelines for Designing Social Robots as Second Language Tutors

In recent years, it has been suggested that social robots have potential as tutors and educators for both children and adults. While robots have been shown to be effective in teaching knowledge and skill-based topics, we wish to explore how social robots can be used to tutor a second language to young children. As language learning relies on situated, grounded and social learning, in which interaction and repeated practice are central, social robots hold promise as educational tools for supporting second language learning. This paper surveys the developmental psychology of second language learning and suggests an agenda to study how core concepts of second language learning can be taught by a social robot. It suggests guidelines for designing robot tutors based on observations of second language learning in human–human scenarios, various technical aspects and early studies regarding the effectiveness of social robots as second language tutors