Collaborative Research: HCC: Small: PATHWiSE - Supporting Teacher Authoring of Robot-Assisted Homework

合作研究：HCC：小型：PATHWiSE - 支持教师编写机器人辅助作业

• 批准号: 2202803
• 负责人: Bilge Mutlu
• 金额: $ 24.5万
• 依托单位: University of Wisconsin-Madison
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2202803&HistoricalAwards=false
• 关键词: Collaborative; Research; HCC; Small; PATHWiSE

Researchers in the learning sciences describe learning as a social activity where social interactions with others are conducive to developing deep and lasting knowledge. Teachers often help students using social interactions in science classrooms by providing guidance to students, including giving small cues to what students might notice about their learning, restating key points in what others are explaining, or asking students questions to explain their reasoning. However, during homework, students usually complete lessons by themselves without the aid of rich social interaction that comes from teacher guidance. To help students during homework, educational technologies can provide personalized support for lessons, but most systems lack the ability to provide the type of socially rich guidance that teachers use in classrooms. One solution is to use social robots, or learning companion robots, as an educational technology capable of providing a social learning experience and personalized supports for students as they complete their homework. A major challenge in providing homework lessons designed for social robotic support is a lack of tools for teachers to create and customize these lessons. To address that challenge, in this project, researchers will partner with middle school science teachers and students, to design PATHWiSE, Personalized Augmentation Tools for HomeWork in Science Education, a homework studio for robot augmented learning. The PATHWiSE homework studio is an online system where teachers can design lessons and add robot interactions to science homework and students can log on with a robot in their home to engage in these robot-assisted homework activities. PATHWiSE empowers teachers to add guidance for students during homework by including guiding comments, highlighting material, and asking questions that relate to their classrooms and students lived experiences. With help from the PATHWiSE tool, teachers can transform homework into a socially interactive experience that can vastly improve the learning experience for students of all abilities. This work makes significant societal contributions through an innovative technology that can transform at-home learning experiences; new knowledge and guidance that demonstrate how to develop teacher authoring tools for complex technologies, and new recommendations that inform real-world practice of integrating social robots into science curriculum.Students usually complete homework lessons in isolation rather than through rich social interaction. Educational technologies can support student homework via step-by-step feedback or proficiency tracking, but most systems lack mechanisms to provide guidance that reflects the socio-cultural experiences students have in and out of the classroom. To address that challenge, researchers in this project will conduct design-based research in partnership with middle school science teachers and students to co-design PATHWiSE, Personalized Augmentation Tools for HomeWork in Science Education, a homework studio for robot augmented learning. The PATHWiSE homework studio is an open-source online system that includes a teacher authoring environment for adding teacher guidance to science homework activities and a student homework environment where students engage in robot-assisted homework activities. PATHWiSE uses a modified trigger-action programming environment that visually overlays trigger-action pairs directly onto multimedia homework activities in the teacher interface. Teachers indicate trigger points, indicating where to provide guidance, and associated actions that describe the robot response at that trigger point. As students work at home with the PATHWiSE interface, the robot will retrieve trigger-action pairs for an assignment from a database. When a trigger point is reached, the associated actions will be translated into robot behaviors (verbal, non-verbal, and movement actions). Finally, researchers will conduct a pilot study to examine teacher use and student experiences with the PATHWiSE system, where teachers will create augmented homework assignments, embedded over four weeks in their actual curriculum, and students will complete these assignments at home with either the robot or a similar computer-based system.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

学习科学的研究人员将学习描述为一种社会活动，在这种社会活动中，与他人的社会互动有利于发展深厚而持久的知识。教师通常通过向学生提供指导，包括为学生提供指导，包括对学生可能会注意到的学习的信息，在其他人正在解释的内容中重申关键点，或者向学生提出问题来解释他们的推理。但是，在家庭作业期间，学生通常会自己完成课程，而没有来自教师指导的丰富社交互动的帮助。为了帮助学生在家庭作业中，教育技术可以为课程提供个性化的支持，但是大多数系统都无法提供教师在课堂上使用的社会丰富指导类型的能力。一种解决方案是使用社交机器人或学习伴侣机器人作为一种教育技术，能够在学生完成作业时为学生提供社交学习经验和个性化支持。提供为社会机器人支持设计的家庭作业课程的主要挑战是缺乏教师创建和定制这些课程的工具。为了应对这个挑战，在这个项目中，研究人员将与中学科学老师和学生合作，设计道路上的个性化增强工具，用于科学教育的家庭作业，这是一个用于机器人增强学习的家庭作业工作室。 PathWise Homver Working Studio是一个在线系统，教师可以在该系统中设计课程，并在科学作业中添加机器人互动，学生可以在家中使用机器人登录这些机器人辅助作业活动。通过包括指导评论，突出材料以及与他们的教室和学生生活经历有关的问题，可以使教师在作业期间为学生增加指导。在Pathwise工具的帮助下，教师可以将家庭作业转变为具有社会互动的体验，可以极大地改善各种能力的学生的学习体验。这项工作通过创新的技术可以改变家居学习经验，从而做出了重大的社会贡献。新的知识和指导展示了如何为复杂技术开发教师创作工具，以及为将社会机器人纳入科学课程的现实世界实践的新建议。学生通常会孤立地完成家庭作业课程，而不是通过丰富的社交互动。教育技术可以通过分步反馈或能力跟踪来支持学生作业，但是大多数系统都缺乏提供指导的机制，以反映学生在课堂上和课堂上的社会文化体验。为了应对这一挑战，该项目中的研究人员将与中学科学教师和学生合作进行基于设计的研究，以在科学教育中为家庭作业提供路线设计的个性化增强工具，这是一个用于机器人增强学习的家庭作业工作室。 PathWise Homverwork Studio是一个开源的在线系统，其中包括一个教师创作环境，用于将教师指导添加到科学家庭作业活动和学生家庭作业环境中，学生从事机器人辅助的家庭作业活动。 Pathise使用修改的触发器编程环境，该环境在视觉上覆盖扳机触发动作将直接覆盖到教师界面中的多媒体作业活动中。教师指示触发点，指示在哪里提供指导以及相关的动作，以描述该触发点的机器人响应。当学生使用路径接口在家工作时，机器人将从数据库中检索触发器对以进行分配。当达到触发点时，相关的动作将转化为机器人行为（口头，非语言和动作动作）。最后，研究人员将进行一项试验研究，以研究教师的使用和学生在路径系统中的使用和学生的体验，在该系统中，教师将在其实际课程中进行四个星期的嵌入到四个星期的时间里，学生将通过机器人或类似的基于计算机的系统在家中完成这些任务，这反映了NSF的法定任务和审查的范围，这是通过评估的范围来弥补的。

项目成果

Family Theories in Child-Robot Interactions: Understanding Families as a Whole for Child-Robot Interaction Design

儿童与机器人交互中的家庭理论：将家庭作为一个整体来理解儿童与机器人交互设计

• DOI: 10.1145/3585088.3589386
• 发表时间: 2023
• 期刊: IDC '23: Proceedings of the 22nd Annual ACM Interaction Design and Children Conference
• 作者: Cagiltay, Bengisu;Mutlu, Bilge;Kerr, Margaret L
• 通讯作者: Kerr, Margaret L

“My Unconditional Homework Buddy:” Exploring Children’s Preferences for a Homework Companion Robot

– 我的无条件家庭作业伙伴： – 探索孩子们对家庭作业伴侣机器人的偏好

• DOI: 10.1145/3585088.3589388
• 发表时间: 2023
• 期刊: IDC '23: Proceedings of the 22nd Annual ACM Interaction Design and Children Conference
• 作者: Cagiltay, Bengisu;Mutlu, Bilge;Michaelis, Joseph E
• 通讯作者: Michaelis, Joseph E

From Child-Centered to Family-Centered Interaction Design

从以儿童为中心到以家庭为中心的交互设计

• DOI: 10.1145/3585088.3589930
• 发表时间: 2023
• 期刊: IDC '23: Proceedings of the 22nd Annual ACM Interaction Design and Children Conference
• 作者: Cagiltay, Bengisu;Ibtasar, Rabia;Michaelis, Joseph E;Sebo, Sarah;Mutlu, Bilge
• 通讯作者: Mutlu, Bilge