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Assistive robot arms can help humans by partially automating their desired tasks. Consider an adult with motor impairments controlling an assistive robot arm to eat dinner. The robot can reduce the number of human inputs — and how precise those inputs need to be — by recognizing what the human wants (e.g., a fork) and assisting for that task (e.g., moving towards the fork). Prior research has largely focused on learning the human’s task and providing meaningful assistance. But as the robot learns and assists, we also need to ensure that the human understands the robot’s intent (e.g., does the human know the robot is reaching for a fork?). In this paper, we study the effects of communicating learned assistance from the robot back to the human operator. We do not focus on the specific interfaces used for communication. Instead, we develop experimental and theoretical models of a) how communication changes the way humans interact with assistive robot arms, and b) how robots can harness these changes to better align with the human’s intent. We first conduct online and in-person user studies where participants operate robots that provide partial assistance, and we measure how the human’s inputs change with and without communication. With communication, we find that humans are more likely to intervene when the robot incorrectly predicts their intent, and more likely to release control when the robot correctly understands their task. We then use these findings to modify an established robot learning algorithm so that the robot can correctly interpret the human’s inputs when communication is present. Our results from a second in-person user study suggest that this combination of communication and learning outperforms assistive systems that isolate either learning or communication. See videos here: https://youtu.be/BET9yuVTVU4
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Learning with AI Assistance: A Path to Better Task Performance or Dependence?
With the proliferation of AI, there is a growing concern regarding individuals becoming overly reliant on AI, leading to a decrease in intrinsic skills and autonomy. Assistive AI frameworks, on the other hand, also have the potential to improve human learning and performance by providing personalized learning experiences and real-time feedback. To study these opposing viewpoints on the consequences of AI assistance, we conducted a behavioral experiment using a dynamic decision-making game to assess how AI assistance impacts user performance, skill transfer, and cognitive engagement in task execution. Participants were assigned to one of four conditions that featured AI assistance at different time-points during the task. Our results suggest that AI assistance can improve immediate task performance without inducing human skill degradation or carryover effects in human learning. This observation has important implications for AI assistive frameworks as it suggests that there are classes of tasks in which assistance can be provided without risking the autonomy of the user. We discuss the possible reasons for this set of effects and explore their implications for future research directives.
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- Award ID(s):
- 1900644
- PAR ID:
- 10553921
- Publisher / Repository:
- ACM
- Date Published:
- ISBN:
- 9798400705540
- Page Range / eLocation ID:
- 10 to 17
- Format(s):
- Medium: X
- Location:
- Boston MA USA
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3643562.3672610
