Konferenzpaper | 2009 | Not reviewed

People modify their tutoring behavior in robot-directed interaction for action learning

Autor(en)

; Lohan, Katrin Solveig ; Fischer, Kerstin ; Nagai, Yukie ; Pitsch, Karola ; Fritsch, Jannik ; Rohlfing, Katharina ; Wrede, Britta

Titel des Konferenzbandes

Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference on Development and Learning

Name der Konferenz

ICDL 2009

DOI

10.1109/DEVLRN.2009.5175516

URL

https://pub.uni-bielefeld.de/record/2001430

Weitere Details

Sprache

englisch

Darstellungsform

Text

Seitenbereich

1 - 6

Schlagwörter

Motherese , Motionese , action learning , adult-adult interaction , adult-child interaction , adult-robot interaction , bottom-up saliency-based attention model , bottom-up system , child-directed motion , child-directed speech , eye gaze , hand movement velocity , human computer interaction , human-robot interaction , immature cognitive capability , intelligent tutoring systems , multimodal analysis , robot simulation , robot-directed interaction , robotic agent , robotic interaction partner , social learning scenario , social robotics , software agents , top-down feedback structures , tutoring behavior

In developmental research, tutoring behavior has been identified as scaffolding infants' learning processes. It has been defined in terms of child-directed speech (Motherese), child-directed motion (Motionese), and contingency. In the field of developmental robotics, research often assumes that in human-robot interaction (HRI), robots are treated similar to infants, because their immature cognitive capabilities benefit from this behavior. However, according to our knowledge, it has barely been studied whether this is true and how exactly humans alter their behavior towards a robotic interaction partner. In this paper, we present results concerning the acceptance of a robotic agent in a social learning scenario obtained via comparison to adults and 8-11 months old infants in equal conditions. These results constitute an important empirical basis for making use of tutoring behavior in social robotics. In our study, we performed a detailed multimodal analysis of HRI in a tutoring situation using the example of a robot simulation equipped with a bottom-up saliency-based attention model. Our results reveal significant differences in hand movement velocity, motion pauses, range of motion, and eye gaze suggesting that for example adults decrease their hand movement velocity in an Adult-Child Interaction (ACI), opposed to an Adult-Adult Interaction (AAI) and this decrease is even higher in the Adult-Robot Interaction (ARI). We also found important differences between ACI and ARI in how the behavior is modified over time as the interaction unfolds. These findings indicate the necessity of integrating top-down feedback structures into a bottom-up system for robots to be fully accepted as interaction partners.

Zitierstile

Vollmer A-L, Lohan KS, Fischer K, et al. People modify their tutoring behavior in robot-directed interaction for action learning. In: Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference on Development and Learning. IEEE; 2009: 1-6.

In die Zwischenablage einfügen

Vollmer, A. - L., Lohan, K. S., Fischer, K., Nagai, Y., Pitsch, K., Fritsch, J., Rohlfing, K., et al. (2009). People modify their tutoring behavior in robot-directed interaction for action learning. Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference on Development and Learning, 1-6. IEEE. https://doi.org/10.1109/DEVLRN.2009.5175516

In die Zwischenablage einfügen

Vollmer, Anna-Lisa, Lohan, Katrin Solveig, Fischer, Kerstin, Nagai, Yukie, Pitsch, Karola, Fritsch, Jannik, Rohlfing, Katharina, and Wrede, Britta. 2009. “People modify their tutoring behavior in robot-directed interaction for action learning”. In Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference on Development and Learning, 1-6. IEEE.

In die Zwischenablage einfügen

Vollmer, A. - L., Lohan, K. S., Fischer, K., Nagai, Y., Pitsch, K., Fritsch, J., Rohlfing, K., and Wrede, B. (2009). “People modify their tutoring behavior in robot-directed interaction for action learning” in Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference on Development and Learning (IEEE), 1-6.

In die Zwischenablage einfügen

Vollmer, A.-L., et al., 2009. People modify their tutoring behavior in robot-directed interaction for action learning. In Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference on Development and Learning. IEEE, pp. 1-6.

In die Zwischenablage einfügen

A.-L. Vollmer, et al., “People modify their tutoring behavior in robot-directed interaction for action learning”, Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference on Development and Learning, IEEE, 2009, pp.1-6.

In die Zwischenablage einfügen

Vollmer, A.-L., Lohan, K.S., Fischer, K., Nagai, Y., Pitsch, K., Fritsch, J., Rohlfing, K., Wrede, B.: People modify their tutoring behavior in robot-directed interaction for action learning. Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference on Development and Learning. p. 1-6. IEEE (2009).

In die Zwischenablage einfügen

Vollmer, Anna-Lisa, Lohan, Katrin Solveig, Fischer, Kerstin, Nagai, Yukie, Pitsch, Karola, Fritsch, Jannik, Rohlfing, Katharina, and Wrede, Britta. “People modify their tutoring behavior in robot-directed interaction for action learning”. Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference on Development and Learning. IEEE, 2009. 1-6.

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