Personalized education technologies capable of delivering
adaptive interventions could play an important role in addressing
the needs of diverse young learners at a critical time
of school readiness. We present an innovative personalized
social robot learning companion system that utilizes children’s
verbal and nonverbal affective cues to modulate their
engagement and maximize their long-term learning gains.
We propose an affective reinforcement learning approach to
train a personalized policy for each student during an educational
activity where a child and a robot tell stories to each
other. Using the personalized policy, the robot selects stories
that are optimized for each child’s engagement and linguistic
skill progression. We recruited 67 bilingual and English language
learners between the ages of 4–6 years old to participate
in a between-subjects study to evaluate our system. Over
a three-month deployment in schools, a unique storytelling
policy was trained to deliver a personalized story curriculum
for each child in the Personalized group. We compared their
engagement and learning outcomes to a Non-personalized
group with a fixed curriculum robot, and a baseline group that
had no robot intervention. In the Personalization condition,
our results show that the affective policy successfully personalized
to each child to boost their engagement and outcomes
with respect to learning and retaining more target words as
well as using more target syntax structures as compared to
children in the other groups.
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Promoting Social Engagement With a Multi-Role Dancing Robot for In-Home Autism Care
This work describes the design of real-time dance-based interaction with a humanoid robot, where the robot seeks to promote physical activity in children by taking on multiple roles as a dance partner. It acts as a leader by initiating dances but can also act as a follower by mimicking a child’s dance movements. Dances in the leader role are produced by a sequence-to-sequence (S2S) Long Short-Term Memory (LSTM) network trained on children’s music videos taken from YouTube. On the other hand, a music orchestration platform is implemented to generate background music in the follower mode as the robot mimics the child’s poses. In doing so, we also incorporated the largely unexplored paradigm of learning-by-teaching by including multiple robot roles that allow the child to both learn from and teach to the robot. Our work is among the first to implement a largely autonomous, real-time full-body dance interaction with a bipedal humanoid robot that also explores the impact of the robot roles on child engagement. Importantly, we also incorporated in our design formal constructs taken from autism therapy, such as the least-to-most prompting hierarchy, reinforcements for positive behaviors, and a time delay to make behavioral observations. We implemented a multimodal child engagement model that encompasses both affective engagement (displayed through eye gaze focus and facial expressions) as well as task engagement (determined by the level of physical activity) to determine child engagement states. We then conducted a virtual exploratory user study to evaluate the impact of mixed robot roles on user engagement and found no statistically significant difference in the children’s engagement in single-role and multiple-role interactions. While the children were observed to respond positively to both robot behaviors, they preferred the music-driven leader role over the movement-driven follower role, a result that can partly be attributed to the virtual nature of the study. Our findings support the utility of such a platform in practicing physical activity but indicate that further research is necessary to fully explore the impact of each robot role.
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- Award ID(s):
- 1846658
- NSF-PAR ID:
- 10397731
- Date Published:
- Journal Name:
- Frontiers in Robotics and AI
- Volume:
- 9
- ISSN:
- 2296-9144
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3389/frobt.2022.880691
