Comfort with Robots Influences Rapport with a Social, Entraining Teachable Robot
Comfort with Robots Influences Rapport with a Social, Entraining Teachable Robot
复制标题
对机器人的舒适度会影响与社交、可教导的机器人的融洽关系
DOI：
10.1007/978-3-030-23204-7
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Ogan, Amy
中科院分区：
文献类型：
--
作者：
Lubold, Nichola;Walker, Erin;Pon-Barry, Heather;Ogan, Amy
可教代理是采用“边教边学”策略的教学代理，该策略通过鼓励学生构建解释、反思误解和详细说明他们所知道的来促进学习。可教代理提供了独特的机会，以最大限度地发挥“边学边教”的经验。例如，可教代理可以为学习者提供社会情感支持，影响学习者的自我效能和动机，并增加学习。先前的工作已经发现，一个可教的代理人，使学习者通过社会对话和准言语适应音高的社会可以有积极的影响，融洽和学习。在这项工作中，我们介绍艾玛，一个可教的机器人代理，可以说社会和适应音高和响度。基于夹带现象，在人与人之间的交互中，人们发现音调和响度的多特征适应与学习和社会参与高度相关。在一项有48名中学生参与的研究中，我们对多特征适应如何影响学习者的融洽关系以及学习作为一种独立的社会行为并与社会对话相结合进行了一次新的探索。我们发现，当机器人适应和说话时，艾玛比艾玛只适应和学习类似趋势的迹象时，艾玛的关系更加融洽。此外，个人对机器人的初始舒适度可能会影响他们对这种行为的反应，这表明对于那些更喜欢与机器人互动的人来说，社交行为可能会产生更积极的影响。
Teachable agents are pedagogical agents that employ the ‘learning-by-teaching’ strategy, which facilitates learning by encouraging students to construct explanations, reflect on misconceptions, and elaborate on what they know. Teachable agents present unique opportunities to maximize the benefits of a ‘learning-by-teaching’ experience. For example, teachable agents can provide socio-emotional support to learners, influencing learner self-efficacy and motivation, and increasing learning. Prior work has found that a teachable agent which engages learners socially through social dialogue and paraverbal adaptation on pitch can have positive effects on rapport and learning. In this work, we introduce Emma, a teachable robotic agent that can speak socially and adapt on both pitch and loudness. Based on the phenomenon of entrainment, multi-feature adaptation on tone and loudness has been found in human-human interactions to be highly correlated to learning and social engagement. In a study with 48 middle school participants, we performed a novel exploration of how multi-feature adaptation can influence learner rapport and learning as an independent social behavior and combined with social dialogue. We found significantly more rapport for Emma when the robot both adapted and spoke socially than when Emma only adapted and indications of a similar trend for learning. Additionally, it appears that an individual’s initial comfort level with robots may influence how they respond to such behavior, suggesting that for individuals who are more comfortable interacting with robots, social behavior may have a more positive influence.
登录
查看更多内容
建立社交对话教学代理：设计挑战和方法论
影响因子：
1.8
作者：
Agneta Gulz;Magnus Haake;Annika Silvervarg;B. Sjödén;G. Veletsianos
通讯作者：
G. Veletsianos
可教机器人中物理形态和具体动作对几何学习的影响
DOI：
10.1109/icalt.2016.129
发表时间：
2016
期刊：
2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT)
影响因子：
--
作者：
Erin Walker;Victor Girotto;Younsu Kim;Kasia Muldner
通讯作者：
Kasia Muldner
真实与虚拟移动机械手的人体心理比较
DOI：
10.1109/roman.2005.1513759
发表时间：
2005
期刊：
ROMAN 2005. IEEE International Workshop on Robot and Human Interactive Communication, 2005.
影响因子：
--
作者：
Kenji Inoue;Seri Nonaka;Yoshihiro Ujiie;T. Takubo;T. Arai
通讯作者：
T. Arai
语音适应和社交对话对机器人学习伙伴感知的影响
DOI：
10.1109/hri.2016.7451760
发表时间：
2016
期刊：
2016 11th ACM/IEEE International Conference on Human-Robot Interaction (HRI)
影响因子：
--
作者：
Nichola Lubold;Erin Walker;Heather Pon
通讯作者：
Heather Pon
具有社交能力的会话导师可以在协作学习情境中发挥作用
DOI：
10.1007/978-3-642-13388-6_20
发表时间：
2010
期刊：
Volume 6: 34th International Conference on Design Theory and Methodology (DTM)
影响因子：
--
作者：
Rohit Kumar;H. Ai;J. Beuth;C. Rosé
通讯作者：
C. Rosé