An adaptive robot teacher boosts a human partner’s learning performance in joint action
An adaptive robot teacher boosts a human partner’s learning performance in joint action
复制标题
自适应机器人教师提高人类伙伴在联合行动中的学习表现
DOI：
10.1109/ro-man46459.2019.8956455
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
J. Michael
中科院分区：
文献类型：
--
作者：
Alessia Vignolo;Henry Powell;Luke Mcellin;F. Rea;A. Sciutti;J. Michael
未来几年，机器人专家面临的一项重要挑战将是设计机器人来教授人类新技能或引导人类进行需要持续动力的活动（例如物理治疗、技能培训）。在当前的研究中，我们测试了这样一个假设：如果机器人老师在机器人教人类新技能的环境中投入体力来适应人类学习者，这将促进人类的学习。我们还假设机器人老师的努力适应将使人类学习者在互动中体验到更好的融洽关系。为此，我们设计了一个场景，其中 iCub 和人类参与者交替教授彼此新技能。在高努力条件下，iCub 在为人类学习者重复演示时减慢了动作，而在低努力条件下，iCub 在重复演示时加快了动作。结果表明，当 iCub 调整其演示时，参与者确实学习得更有效，并且 iCub 明显努力的调整使参与者体验到他更有帮助。
One important challenge for roboticists in the coming years will be to design robots to teach humans new skills or to lead humans in activities which require sustained motivation (e.g. physiotherapy, skills training). In the current study, we tested the hypothesis that if a robot teacher invests physical effort in adapting to a human learner in a context in which the robot is teaching the human a new skill, this would facilitate the human’s learning. We also hypothesized that the robot teacher’s effortful adaptation would lead the human learner to experience greater rapport in the interaction. To this end, we devised a scenario in which the iCub and a human participant alternated in teaching each other new skills. In the high effort condition, the iCub slowed down his movements when repeating a demonstration for the human learner, whereas in the low effort condition he sped the movements up when repeating the demonstration. The results indicate that participants indeed learned more effectively when the iCub adapted its demonstrations, and that the iCub’s apparently effortful adaptation led participants to experience him as more helpful.
DOI：
10.1109/iros.2013.6697021
发表时间：
2013-11
期刊：
2013 IEEE/RSJ International Conference on Intelligent Robots and Systems
影响因子：
--
作者：
E. Grigore;K. Eder;A. Pipe;C. Melhuish;U. Leonards
通讯作者：
E. Grigore;K. Eder;A. Pipe;C. Melhuish;U. Leonards