6th Ieee International Conference on Robot & Human Interactive Communication Issues in Human/robot Task Structuring and Teaching
6th Ieee International Conference on Robot & Human Interactive Communication Issues in Human/robot Task Structuring and Teaching
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第六届IEEE国际机器人会议
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通讯作者：
Chrystopher L. Nehaniv
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作者：
J. Saunders;N. Otero;Chrystopher L. Nehaniv
教授机器人新技能可能需要教师适当地构建教学经验。然而，由于人类老师做出的固有假设，脚手架过程在某些情况下可能无法有效地教导机器人。在这里，我们通过两个简单的机器人教学探索性研究来说明这个问题，并检验教师在教授机器人时所做的假设。在第一项研究中，人类教师必须对机器人的感知状态进行推理，以便提供适当的教学。在第二项研究中，人类教师必须根据实验者事先给出的指令理解机器人的感知约束，然后调整给出的指导。结果表明，尽管这两项任务的复杂程度相当不同，但可以观察到一个共同的线索：人们倾向于低估他们的教学内容。似乎解释的步骤被认为是已知的，被跳过，或者根本不被考虑。我们思考这样一种可能性，即设计在这些教学情景中成为有能力的交互伙伴的机器人的主要挑战之一是能够使它们有效地交流它们的内部状态和当前的能力。此外，我们还考虑为机器人设计合适的行为基元，在任务描述层面上提供相应的启示，并从人类教学中受益。
Teaching a robot new skills may require that the teacher scaffolds the teaching experience appropriately. However , due to inherent assumptions made by a human teacher the scaffolding process may in some circumstances fail to effectively teach the robot. Here we illustrate this issue in two simple robot teaching exploratory studies and examine the assumptions made by the teacher when teaching the robot. In the first study the human teacher had to reason about robot perceived states in order to provide suitable teaching. In the second study the human teachers had to understand the perceptual constraints of the robot based on the instructions given beforehand by the experimenter and subsequently adapt the guidance given. The results suggest that although the two tasks are quite distinct in their level of complexity a common thread can be observed: people tend to underspecify their teaching. It seems that steps of the explanation are assumed to be known and skipped or not even considered at all. We reflect on the possibility that one of the major challenges in designing robots that are capable interaction partners in these teaching situations is to be able to make them communicate their internal state and current capabilities effectively. Furthermore, we also reflect on designing appropriate behavioral primitives for the robot, corresponding implications on the level of task description and for benefiting from human teaching.
影响因子：
3.4
作者：
B. Achiriloaie;Albanesi;Y. Altschuler;K. E. Schmid;Artalejo;C. R. Lemmon;Palfrey;-Barylko
通讯作者：
B. Achiriloaie;Albanesi;Y. Altschuler;K. E. Schmid;Artalejo;C. R. Lemmon;Palfrey;-Barylko