Floffy: Designing an Outdoor Robot for Children

In our research we utilized the domain of entertainment robotics to educate children on the principles of environmental awareness by playful means outdoors. Our research revolved around the iterative design of Floffy: the environmental robot, which was essentially a playful toy robot that would respond positively to interaction that was beneficial for the environment and the child’s own well being and negatively to interaction or behaviour that was detrimental to the surroundings. We conducted an explorative, informal evaluation of Floffy with two small groups of children and they rated their experience with it positively. Our results show that there is potential in utilizing entertainment robots to educate children on serious and critical issues such as saving our environment and being sustainable

Windfield: Learning Wind Meteorology with Handheld Haptic Robots

This article presents a learning activity and its user study involving the Cellulo platform, a novel versatile robotic tool designed for education. In order to show the potential of Cellulo in the classroom as part of standard curricular activities, we designed a learning activity called Windfield that aims to teach the atmospheric formation mechanism of wind to early middle school children. The activity involves a didactic sequence, introducing the Cellulo robots as hot air balloons and enabling children to feel the wind force through haptic feedback. We present a user study, designed in the form of a real hour-long lesson, conducted with 24 children in 8 groups who had no prior knowledge in the subject. Collaborative metrics within groups and individual performances about the learning of key concepts were measured with only the hardware and software integrated in the platform in a completely automated manner. The results show that almost all participants showed learning of symmetric aspects of wind formation while about half showed learning of asymmetric vectorial aspects that are more complex

A bibliometric study of human–computer interaction research activity in the Nordic-Baltic Eight countries

Human–computer interaction (HCI) has become an important area for designers and developers worldwide, and research activities set in national cultural contexts addressing local challenges are often needed in industry and academia. This study explored HCI research in the Nordic-Baltic countries using bibliometric methods. The results show that the activity varies greatly across the region with activities dominated by Finland, Sweden, and Denmark, even when adjusting for differences in population size and GDP. Research output variations were larger for the top-tier conferences compared to entry-tier conferences and journals. Locally hosted conferences were associated with local increases in research activity. HCI research longevity appears to be an indicator of research maturity and quantity. HCI researchers typically collaborated either with colleagues within the same institution or with researchers from countries outside the Nordic-Baltic region such as US and the UK. There was less collaboration between national and Nordic-Baltic partners. Collaboration appeared especially prevalent for top-tier conference papers. Top-tier conference papers were also more frequently cited than regional-tier and entry-tier conferences, yet journal articles were cited the most. One implication of this study is that the HCI research activity gaps across the Nordic-Baltic countries should be narrowed by increasing the activity in countries with low research outputs. To achieve this, first-time authors could receive guidance through collaborations with experienced authors in the same institution or other labs around the world. More conferences could also be hosted locally. Furthermore, journals may be more effective than conferences if the goal is to accumulate citations.publishedVersio

Humanization of robots: is it really such a good idea?

The aim of this review was to examine the pros and cons of humanizing social robots following a psychological perspective. As such, we had six goals. First, we defined what social robots are. Second, we clarified the meaning of humanizing social robots. Third, we presented the theoretical backgrounds for promoting humanization. Fourth, we conducted a review of empirical results of the positive effects and the negative effects of humanization on human–robot interaction (HRI). Fifth, we presented some of the political and ethical problems raised by the humanization of social robots. Lastly, we discussed the overall effects of the humanization of robots in HRI and suggested new avenues of research and development.info:eu-repo/semantics/publishedVersio

Should we welcome robot teachers?

Abstract Current uses of robots in classrooms are reviewed and used to characterise four scenarios: (s1) Robot as Classroom Teacher; (s2) Robot as Companion and Peer; (s3) Robot as Care-eliciting Companion; and (s4) Telepresence Robot Teacher. The main ethical concerns associated with robot teachers are identified as: privacy; attachment, deception, and loss of human contact; and control and accountability. These are discussed in terms of the four identified scenarios. It is argued that classroom robots are likely to impact children’s’ privacy, especially when they masquerade as their friends and companions, when sensors are used to measure children’s responses, and when records are kept. Social robots designed to appear as if they understand and care for humans necessarily involve some deception (itself a complex notion), and could increase the risk of reduced human contact. Children could form attachments to robot companions (s2 and s3), or robot teachers (s1) and this could have a deleterious effect on their social development. There are also concerns about the ability, and use of robots to control or make decisions about children’s behaviour in the classroom. It is concluded that there are good reasons not to welcome fully fledged robot teachers (s1), and that robot companions (s2 and 3) should be given a cautious welcome at best. The limited circumstances in which robots could be used in the classroom to improve the human condition by offering otherwise unavailable educational experiences are discussed

People Interpret Robotic Non-linguistic Utterances Categorically

We present results of an experiment probing whether adults exhibit categorical perception when affectively rating robot-like sounds (Non-linguistic Utterances). The experimental design followed the traditional methodology from the psychology domain for measuring categorical perception: stimulus continua for robot sounds were presented to subjects, who were asked to complete a discrimination and an identification task. In the former subjects were asked to rate whether stimulus pairs were affectively different, while in the latter they were asked to rate single stimuli affectively. The experiment confirms that Non-linguistic Utterances can convey affect and that they are drawn towards prototypical emotions, confirming that people show categorical perception at a level of inferred affective meaning when hearing robot-like sounds. We speculate on how these insights can be used to automatically design and generate affect-laden robot-like utterances

Robot Assisted Language Learning through Games: A Comparison of Two Case Studies

In our research we advocate using game based scenarios for Robot Assisted Language Learning (RALL). We present two case studies that utilized such a methodology and also analyzed what constructs would have a pedagogical benefit. The constructs included various attributes such as, type of robot, location of learning, role of robot, role of teacher, etc. Our results showed that close linkages with existing curriculum reaped benefits and running RALL for small groups of children is the ideal case. We also reflect on how using game based scenarios for RALL resulted in higher motivation for the students