Tema 2: The NAO robot as a Persuasive Educational and Entertainment Robot (PEER) – a case study on children’s articulation, categorization and interaction with a social robot for learning

Bertel, Lykke Brogaard; Hannibal, Glenda

doi:10.7146/lom.v8i14.22057

Cited by 9 publications

(3 citation statements)

References 17 publications

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“…The 25 degrees of freedom (Figure 1) provide NAO the capability to mimic almost all humanlike movement. Due to such features, NAO can be used in a multitude of the research environment, including assistive robotics, 42,47 healthcare robotics, [34][35][36] educations robotics, 48,49 etc. NAO is equipped with two cameras, four microphones, two loud speakers, nine tactile sensors, and eight pressure sensors (Figure 2).…”

Section: Humanoid Robot Naomentioning

confidence: 99%

NAO robot for cooperative rehabilitation training

Assaduzzaman

Islam

Miah

et al. 2019

Journal of Rehabilitation and Assistive Technologies Engineerin

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Introduction The aim of this research is to develop a robot-assistive training approach for the disabled individuals with impaired upper limb functions. People with impaired upper limb function can regain their motor functionality undergoing intense rehabilitation exercises. With increasing number of disabled individuals, we face deficiency in the number of expert therapists. One promising remedy could be the use of robotic assistive devices. Method To instruct and demonstrate rehabilitation exercise, this research used NAO robot. A library of recommended rehabilitation exercises involving shoulder (i.e., abduction/adduction, vertical flexion/extension, and internal/external rotation), and elbow (i.e., flexion/extension) joint movements was formed in Choregraphe (graphical programming interface). For this purpose, a kinematic model of human upper-extremity was developed based on modified Denavit-Hartenberg notations. Result In experiments, NAO robot gave voice instruction and was maneuvered to cooperate and demonstrate the exercises from the library. NAO also plays some complex game with the subject that represents a multi-joint movement's exercise, which was also included in the library. Conclusions Experimental results with healthy participants reveal that the NAO robot can successfully instruct and demonstrate upper-extremity rehabilitation exercises for single and multi-joint movements. It implies a technical development of cooperative rehabilitation system for which target group will be individuals with upper limb impairment.

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Section: Humanoid Robot Naomentioning

confidence: 99%

NAO robot for cooperative rehabilitation training

Assaduzzaman

Islam

Miah

et al. 2019

Journal of Rehabilitation and Assistive Technologies Engineerin

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“…Studies looking specifically at conformity in interactions with a group robots have been inconsistent and often unable to demonstrate conformity [6,7]. It has been suggested that factors such as degree of humanness, inadequate social relationship, and other aspects contributing to decreased realism may have been factors contributing to an inability to observe conformity in robot groups [5,8].…”

Section: Introductionmentioning

confidence: 99%

Investigating Conformity and the Role of Personality in a Visual Decision Task with Humanoid Robot Peers

Elson¹,

Derrick²,

Merino³

2022

Proceedings of the Annual Hawaii International Conference on System Sciences

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Effective implementation of mixed initiative teams, where humans work alongside machines, requires increased understanding of the decision-making process and the role of social influence exerted by non-human peers. Conformity-the act of adjusting attitudes, beliefs, or behaviors to those of another-is considered to be the strongest of these social pressures.Previous studies have attempted to understand conformity with humans interacting with a group of robots, but these have failed to identify satisfactory explanations for inconsistent findings. Grounded in trait-activation theory, we propose that personality is a critical factor that needs to be considered. In this effort, we recreated the famous social psychology experiment by Solomon Asch and conducted a single condition study to explore the effects of social influence on decision making. Our study results showed conformity with robot peers did occur. Moreover, scores on the openness personality trait were a significant predictor of conformity.

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“…For these children, the robot could act as a social mediator, encouraging the child to interact with a human (Boucenna et al, 2014). Furthermore, it creates new opportunities for children with ASD, such as playing the role of a helper or teacher (Bertel & Rasmussen, 2013).…”

Section: Benefit 3 New Opportunities For Educationmentioning

confidence: 99%

Robots in education

Smakman

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The challenges facing primary education are significant: a growing teacher shortage, relatively high administrative burdens that contribute to work-related stress and an increasing diversity of children in the classroom. A promising new technology that can help teachers and children meet these challenges is the social robot. These physical robots often use artificial intelligence and can communicate with children by taking on social roles, such as that of a fellow classmate or teaching assistant. Previous research shows that the use of social robots can lead to better results in several ways than when traditional educational technologies are applied. However, social robots not only bring opportunities but also lead to new ethical questions. In my PhD research, I investigated the moral considerations of different stakeholders, such as parents and teachers, to create the first guideline for the responsible design and use of social robots for primary education. Various research methods were used for this study. First of all, a large, international literature study was carried out on the advantages and disadvantages of social robots, in which 256 studies were ultimately analysed. Focus group sessions were then held with stakeholders: a total of 118 parents of primary school children, representatives of the robotics industry, educational policymakers, government education advisors, teachers and primary school children contributed. Based on the insights from the literature review and the focus group sessions, a questionnaire was drawn up and distributed to all stakeholders. Based on 515 responses, we then classified stakeholder moral considerations. In the last study, based on in-depth interviews with teachers who used robots in their daily teaching and who supervised the child-robot interaction of >2500 unique children, we studied the influence of social robots on children's social-emotional development. Our research shows that social robots can have advantages and disadvantages for primary education. The diversity of disadvantages makes the responsible implementation of robots complex. However, overall, despite their concerns, all stakeholder groups viewed social robots as a potentially valuable tool. Many stakeholders are concerned about the possible negative effect of robots on children's social-emotional development. Our research shows that social robots currently do not seem to harm children's social-emotional development when used responsibly. However, some children seem to be more sensitive to excessive attachment to robots. Our research also shows that how people think about robots is influenced by several factors. For example, low-income stakeholders have a more sceptical attitude towards social robots in education. Other factors, such as age and level of education, were also strong predictors of the moral considerations of stakeholders. This research has resulted in a guideline for the responsible use of social robots as teaching assistants, which can be used by primary schools and robot builders. The guideline provides schools with tools, such as involving parents in advance and using robots to encourage human contact. School administrators are also given insight into possible reactions from parents and other parties involved. The guideline also offers guidelines for safeguarding privacy, such as data minimization and improving the technical infrastructure of schools and robots; which still often leaves much to be desired. In short, the findings from this thesis provide a solid stepping stone for schools, robot designers, programmers and engineers to develop and use social robots in education in a morally responsible manner. This research has thus paved the way for more research into robots as assistive technology in primary education.

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Tema 2: The NAO robot as a Persuasive Educational and Entertainment Robot (PEER) – a case study on children’s articulation, categorization and interaction with a social robot for learning

Cited by 9 publications

References 17 publications

NAO robot for cooperative rehabilitation training

NAO robot for cooperative rehabilitation training

Investigating Conformity and the Role of Personality in a Visual Decision Task with Humanoid Robot Peers

Robots in education

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