Navigation is a basic skill for autonomous robots. In the last years human-robot interaction has become an important research field that spans all of the robot capabilities including perception, reasoning, learning, manipulation and navigation. For navigation, the presence of humans requires novel approaches that take into account the constraints of human comfort as well as social rules. Besides these constraints, putting robots among humans opens new interaction possibilities for robots, also for navigation tasks, such as robot guides. This paper provides a survey of existing approaches to human-aware navigation and offers a general classification scheme for the presented methods.

s robotics technology evolves, we believe that personal social robots will be one of the next big expansions in the robotics sector. Based on the accelerated advances in this multidisciplinary domain and the growing number of use cases, we can posit that robots will play key roles in everyday life and will soon coexist with us, leading all people to a smarter, safer, healthier, and happier existence.The Pepper robot, developed by SoftBank Robotics, is one such robot created with the goal of achieving this vision. This article aims to present the insights derived from the design and applications of this machine and illustrate some of the use cases and research projects involving SoftBank Robotics to better understand the companion relationship between human and robot achievable through Pepper. We conclude by outlining some of the grand challenges ahead for research and development (R&D). A Business-to-Everything RobotThere is no doubt that robots are becoming commonplace: robotic machines of all shapes and sizes are now entering our day-to-day life, and we witness them assisting, working, and serving at shopping malls, hospitals, museums, railway stations, elder-care facilities, schools, and homes. These robots are increasingly being deployed to assist humans in many different ways. With all these potential applications and the possibility of mass production and deployment of robots ©istockphoto.com/Andreypopov

No abstract

We present a large-scale study of a series of seven lessons designed to help young children learn English vocabulary as a foreign language using a social robot. The experiment was designed to investigate 1) the effectiveness of a social robot teaching children new words over the course of multiple interactions (supported by a tablet), 2) the added benefit of a robot's iconic gestures on word learning and retention, and 3) the effect of learning from a robot tutor accompanied by a tablet versus learning from a tablet application alone. For reasons of transparency, the research questions, hypotheses and methods were preregistered. With a sample size of 194 children, our study was statistically well-powered. Our findings demonstrate that children are able to acquire and retain English vocabulary words taught by a robot tutor to a similar extent as when they are taught by a tablet application. In addition, we found no beneficial effect of a robot's iconic gestures on learning gains.

Robot-Assisted Therapy (RAT) has successfully been used to improve social skills in children with autism spectrum disorders (ASD) through remote control of the robot in so-called Wizard of Oz (WoZ) paradigms. However, there is a need to increase the autonomy of the robot both to lighten the burden on human therapists (who have to remain in control and, importantly, supervise the robot) and to provide a consistent therapeutic experience. This paper seeks to provide insight into increasing the autonomy level of social robots in therapy to move beyond WoZ. With the final aim of improved human-human social interaction for the children, this multidisciplinary research seeks to facilitate the use of social robots as tools in clinical situations by addressing the challenge of increasing robot autonomy. We introduce the clinical framework in which the developments are tested, alongside initial data obtained from patients in a first phase of the project using a WoZ set-up mimicking the targeted supervised-autonomy behaviour. We further describe the implemented system architecture capable of providing the robot with supervised autonomy.

No abstract

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.

No abstract