How does telenoid affect the communication between children in classroom setting?

Yamazaki, Ryuji; Nishio, S.; Ogawa, Kazuhiko; Ishiguro, Hiroshi; Matsumura, Kohei; Koda, Kensuke; Fujinami, Tsutomu

doi:10.1145/2212776.2212814

Cited by 23 publications

(18 citation statements)

References 15 publications

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“…Though this study is restricted to MRP systems in the nonanthropomorphic sense, Figure 2 shows some of the more well researched tele-android systems which aim primarily in recreating a more realistic face-toface remote human experience. Geminoid HI-2 [29], shown in Figure 2(a), is the first teleoperated android that very closely resembles a human, while Telenoid (see Figure 2(c)) has opted to adopt minimal human likeness in order to convey a human but unidentifiable presence that is perceived without specific gender or appearance [30,31]. Also other systems which do not fall within the MRP system definition in this paper include the floating avatar (Figure 2(e)) that integrates a blimp with a virtual avatar.…”

Section: Mrp Systems Designmentioning

confidence: 99%

A Review of Mobile Robotic Telepresence

Kristoffersson

Coradeschi

Loutfi

2013

Advances in Human-Computer Interaction

308

171

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Mobile robotic telepresence (MRP) systems incorporate video conferencing equipment onto mobile robot devices which can be steered from remote locations. These systems, which are primarily used in the context of promoting social interaction between people, are becoming increasingly popular within certain application domains such as health care environments, independent living for the elderly, and office environments. In this paper, an overview of the various systems, application areas, and challenges found in the literature concerning mobile robotic telepresence is provided. The survey also proposes a set terminology for the field as there is currently a lack of standard terms for the different concepts related to MRP systems. Further, this paper provides an outlook on the various research directions for developing and enhancing mobile robotic telepresence systems per se, as well as evaluating the interaction in laboratory and field settings. Finally, the survey outlines a number of design implications for the future of mobile robotic telepresence systems for social interaction.

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Section: Mrp Systems Designmentioning

confidence: 99%

A Review of Mobile Robotic Telepresence

Kristoffersson

Coradeschi

Loutfi

2013

Advances in Human-Computer Interaction

308

171

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“…For example, the Pebbles robot was used to allow sick children to remotely attend classes [17]. Also, Telenoid, a remotely operated robot, was used for children's groupwork; increased participation and pro-activeness were reported, along with the suggestion that communication restrictions imposed by using robots can actually facilitate collaboration [18]. Additionally, a tele-teaching approach was reported with the AV1 robot, where students can use an avatar to remotely attend classes and be present in the classroom; in this approach, the classic robot aspects are more in the background [19].…”

Section: Related Workmentioning

confidence: 99%

“…For example, a robot could be used by students with a physical disability to carry out physical tasks [36], or students with cancer to remotely attend classes [19]. Moreover, it was suggested that robots' limited capabilities actually facilitate collaboration, e.g., by increasing participation, proactiveness, and stimulation for operators [18,21]. Future work could consider how to share time on robots between multiple students, and provide enhanced sensing capabilities which human students might not have, like the ability to zoom in on slides.…”

Section: Future Workmentioning

confidence: 99%

Using the Engagement Profile to Design an Engaging Robotic Teaching Assistant for Students

Cooney

Leister

2019

Robotics

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We report on an exploratory study conducted at a graduate school in Sweden with a humanoid robot, Baxter. First, we describe a list of potentially useful capabilities for a robot teaching assistant derived from brainstorming and interviews with faculty members, teachers, and students. These capabilities consist of reading educational materials out loud, greeting, alerting, allowing remote operation, providing clarifications, and moving to carry out physical tasks. Secondly, we present feedback on how the robot’s capabilities, demonstrated in part with the Wizard of Oz approach, were perceived, and iteratively adapted over the course of several lectures, using the Engagement Profile tool. Thirdly, we discuss observations regarding the capabilities and the development process. Our findings suggest that using a social robot as a teaching assistant is promising using the chosen capabilities and Engagement Profile tool. We find that enhancing the robot’s autonomous capabilities and further investigating the role of embodiment are some important topics to be considered in future work.

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“…For example, the Pebbles robot was used to allow sick children to remotely attend classes [17]. The use of Telenoid, a remotely operated robot, for children's groupwork was explored, reporting increased participation and pro-activeness, and suggesting that communication restrictions imposed by using robots can actually facilitate collaboration [18]. A robot avatar was also used as a telecommunication tool for students that cannot attend classes [19].…”

Section: Related Workmentioning

confidence: 99%

“…For example, the robot could be used by students with a physical disability to carry out physical tasks [32], or students with cancer to remotely attend classes [19]. Moreover, it was suggested that robots having limited capabilities actually facilitate collaboration, e.g., by increasing participation, proactiveness, and stimulation for operators [18,25].…”

Section: Comparison By Capability and Functionmentioning

confidence: 99%

Designing an Engaging Robotic Teaching Assistant for Adults Using the Engagement Profile

Cooney¹,

Leister²

2019

Preprint

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We report on an exploratory study conducted at a graduate school in Sweden with a humanoid robot, Baxter. First, we describe a list of potentially useful capabilities for a robot teaching assistant derived from brainstorming and interviews with faculty members, teachers, and students. These selected capabilities consist of reading, greeting, alerting, remote operation, clarification, and motion. Second, we present feedback on how the robot's capabilities, demonstrated in part with the Wizard of Oz approach, were perceived, and iteratively adapted over the course of several lectures, using the \EP tool. Third, we discuss observations and findings regarding the capabilities and the development process. Our findings suggest that using a social robot as a teaching assistant is promising using the chosen capabilities. We find that personalizing the capabilities and the role of embodiment are important topics to be considered in future work.

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How does telenoid affect the communication between children in classroom setting?

Cited by 23 publications

References 15 publications

A Review of Mobile Robotic Telepresence

A Review of Mobile Robotic Telepresence

Using the Engagement Profile to Design an Engaging Robotic Teaching Assistant for Students

Designing an Engaging Robotic Teaching Assistant for Adults Using the Engagement Profile

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