Search for: All records

The S-STEM supported program “Achieving Change in our Communities for Equity and Student Success” (ACCESS) in STEM started at the University of Washington Tacoma in 2018 and has supported 108 students over 6 cohorts. University of Washington Tacoma has been designated an Asian American and Native American Pacific Islander-serving institution (AANAPISI) due to our high proportion of racial minority and first generation college students. The program is multidisciplinary across STEM majors including Mathematics, Environmental Science, Biomedical Sciences, Information Technology, Computer Science and Systems, Computer Engineering and Systems, Electrical Engineering, Mechanical Engineering, and Civil Engineering, with Computer Science, IT and Engineering representing 65% of ACCESS scholars to date. Program scholars receive full scholarships for their first two years, and partial scholarships for their third and fourth years. We provide a summer bridge precalculus or research experience course, and project-based Introduction to Engineering or Introduction to Research courses in students’ first year. Individual faculty mentoring, an on-campus STEM living learning community,and quarterly Success in STEM seminar courses help scholars form a cohesive community through group mentoring, to promote a sense of belonging, identity, and empowerment in the STEM community. Our S-STEM program is distinctive in focusing on pre-STEM majors in their first and second years on campus to facilitate the entry into STEM majors, and we provide mentor training for ~30-40 faculty in teaching and mentoring diverse student populations, thus impacting all students in our majors. Our goal was to evaluate how retention and academic success of our program scholars was impacted by the program, and whether this program helps to close equity gaps for students who identify as low socioeconomic status, underrepresented minorities, women or non-binary, or first generation in college . We also evaluated the impact of the program for students before, during, and after the Covid-19 pandemic. We compared our program scholars to a comparison group of students who met eligibility requirements but did not participate in the program. Overall, program scholars had higher first and second year retention, and significantly higher GPAs, particularly for individuals belonging to groups that are historically underrepresented in STEM. Retention was markedly higher for program scholars during the pandemic, suggesting that the program may have been particularly impactful for students as they endured the emotional and financial stresses of the pandemic. 

Integrating cultural responsiveness into the educational setting is essential to the success of multilingual students. As social robots present the potential to support multilingual children, it is imperative that the design of social robot embodiments and interactions are culturally responsive. This paper summarizes the current literature on educational robots in culturally diverse settings. We argue the use of the Culturally Localized User Experience (CLUE) Framework is essential to ensure cultural responsiveness in HRI design. We present three case studies illustrating the CLUE framework as a social robot design approach. The results of these studies suggest co-design provides multicultural learners an accessible, nonverbal context through which to provide design requirements and preferences. Furthermore, we demonstrate the importance of key stakeholders (students, parents, and teachers) as essential to ensure a culturally responsive robot. Finally, we reflect on our own work with culturally and linguistically diverse learners and propose three guiding principles for successfully engaging diverse learners as valuable cultural informants to ensure the future success of educational robots. 

Despite promises about the near-term potential of social robots to share our daily lives, they remain unable to form autonomous, lasting, and engaging relationships with humans. Many companies are deploying social robots into the consumer and commercial market; however, both the companies and their products are relatively short lived for many reasons. For example, current social robots succeed in interacting with humans only within controlled environments, such as research labs, and for short time periods since longer interactions tend to provoke user disengagement. We interviewed 13 roboticists from robot manufacturing companies and research labs to delve deeper into the design process for social robots and unearth the many challenges robot creators face. Our research questions were: 1) What are the different design processes for creating social robots? 2) How are users involved in the design of social robots? 3) How are teams of robot creators constituted? Our qualitative investigation showed that varied design practices are applied when creating social robots but no consensus exists about an optimal or standard one. Results revealed that users have different degrees of involvement in the robot creation process, from no involvement to being a central part of robot development. Results also uncovered the need for multidisciplinary and international teams to work together to create robots. Drawing upon these insights, we identified implications for the field of Human-Robot Interaction that can shape the creation of best practices for social robot design. 

The social robotics market is appealing yet challenging. Though social robots are built few remain on the market for long. Many reasons account for their short lifespan with costs and context-specificity ranking high amount them. In this work, we designed, fabricated, and developed FLEXI, a social robot embodiment kit that enabled unlimited customization, making it applicable for a broad range of use cases. The hardware and software of FLEXI were entirely developed by this research team from scratch. FLEXI includes a rich set of materials and attachment pieces to allow for a diverse range of hardware customizations that ensure the embodiment is appropriate for specific customer/researcher projects. It also includes an open-source end-user programming interface to lower the barrier of robotics access to interdisciplinary teams that populate the field of Human-Robot Interaction. We present an iterative development of this cost-effective kit through the lenses of case studies, conceptual research, and soft deployment of FLEXI in three application scenarios: community-support, mental health, and education. Additionally, we provide in open-access the full list of materials and a tutorial to fabricate FLEXI, making it accessible to any maker space, research lab, or workshop space interested in working with or learning about social robots. 

Virtual reality (VR) offers potential as a collaborative tool for both technology design and human-robot interaction. We utilized a participatory, human-centered design (HCD) methodology to develop a collaborative, asymmetric VR game to explore teens’ perceptions of, and interactions with, social robots. Our paper illustrates three stages of our design process; ideation, prototyping, and usability testing with users. Through these stages we identified important design requirements for our mid-fidelity environment. We then describe findings from our pilot test of the mid-fidelity VR game with teens. Due to the unique asymmetric virtual reality design, we observed successful collaborations, and interesting collaboration styles across teens. This study highlights the potential for asymmetric VR as a collaborative design tool as well as an appropriate medium for successful teen-to-teen collaboration. 

Background: There are 4.9 million English Language Learners (ELLs) in the United States. Only 2% of educators are trained to support these vulnerable students. Social robots show promise for language acquisition and may provide valuable support for students, especially as we return to needing smaller classes due to COVID-19. While cultural responsiveness increases gains for ELLs, little is known about the design of culturally responsive child–robot interactions. Method: Therefore, using a participatory design approach, we conducted an exploratory study with 24 Spanish-speaking ELLs at a Pacific Northwest elementary school. As cultural informants, students participated in a 15-min, robot-led, small group story discussion followed by a post-interaction feedback session. We then conducted reflexive critiques with six ELL teachers who reviewed the group interactions to provide further interpretation on design feature possibilities and potential interactions with the robot. Results: Students found the social robot engaging, but many were hesitant to converse with the robot. During post-interaction dialogue students articulated the specific ways in which the social robot appearance and behavior could be modified to help them feel more comfortable. Teachers postulated that the social robot could be designed to engage students in peer-to-peer conversations. Teachers also recognized the ELLs verbosity when discussing their experiences with the robot and suggested such interactions could stimulate responsiveness from students. Conclusion: Cultural responsiveness is a key component to successful education in ELLs. However, integrating appropriate, cultural responsiveness into robot interactions may require participants as cultural informants to ensure the robot behaviors and interactions are situated in that educational community. Utilizing a participatory approach to engage ELLs in design decisions for social robots is a promising way to gather culturally responsive requirements to inform successful child–robot interactions. 

With the pandemic preventing access to universities and consequently limiting in-person user studies, it is imperative to explore other mediums for conducting user studies for human-robot interaction. Virtual reality (VR) presents a novel and promising research platform that can potentially offer a creative and accessible environment for HRI studies. Despite access to VR being limited given its hardware requirements (e.g. need for headsets), web-based VR offers universal access to VR utilities through web browsers. In this paper, we present a participatory design pilot study, aimed at exploring the use of co-design of a robot using web-based VR. Results seem to show that web-based VR environments are engaging and accessible research platforms to gather environment and interaction data in HRI. 

Social robots hold the potential to be an effective and appropriate technology in reducing stress and improving the mental health of adolescents. In order to understand the effect of adolescent-to-robot disclosure on momentary stress, we conducted an exploratory, mixed-methods study with sixty-nine US adolescents (ages 14–21) in school settings. We compared a generic, minimalist robot interaction among three different robot embodiments: physical, digital computer screen, and immersive, virtual reality. We found participants’ momentary stress levels significantly decreased across multiple interactions over time. The physical and virtual reality embodiments were most effective for stress reduction. In addition, our qualitative findings provide unique insights into the types of stressors adolescents shared with the social robots as well as their experiences with the different interaction embodiments.