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To enable sophisticated interactions between humans and robots in a shared environment, robots must infer the intentions and strategies of their human counterparts. This inference can provide a competitive edge to the robot or enhance human-robot collaboration by reducing the necessity for explicit communication about task decisions. In this work, we identify specific states within the shared environment, which we refer to as Critical Decision Points, where the actions of a human would be especially indicative of their high-level strategy. A robot can significantly reduce uncertainty regarding the human’s strategy by observing actions at these points. To demonstrate the practical value of Critical Decision Points, we propose a Receding Horizon Planning (RHP) approach for the robot to influence the movement of a human opponent in a competitive game of hide-and-seek in a partially observable setting. The human plays as the hider and the robot plays as the seeker. We show that the seeker can influence the hider to move towards Critical Decision Points, and this can facilitate a more accurate estimation of the hider’s strategy. In turn, this helps the seeker catch the hider faster than estimating the hider’s strategy whenever the hider is visible or when the seeker only optimizes for minimizing its distance to the hider. 

Abstract—A growing population of adults with Autism Spectrum Disorders (ASD) chronically struggles to find and maintain employment. Previous work reveals that one barrier to employment for adults with ASD is dealing with workplace interruptions. In this paper, we present our design and evaluations of an in-home autonomous robot system that aims to improve users’ tolerance to interruptions. The Interruptions Skills Training and Assessment Robot (ISTAR) allows adults with ASD to practice handling interruptions to improve their employability. ISTAR is evaluated by surveys of employers and adults with ASD, and a week-long study in the homes of adults with ASD. Results show that users enjoy training with ISTAR, improve their ability to handle various work-relevant interruptions, and view the system as a valuable tool for improving their employment prospects. 

As teams of people increasingly incorporate robot members, it is essential to consider how a robot's actions may influence the team's social dynamics and interactions. In this work, we investigated the effects of verbal support from a robot (e.g., “ good idea Salim ,” “ yeah ”) on human team members' interactions related to psychological safety and inclusion. We conducted a between-subjects experiment ( N = 39 groups, 117 participants) where the robot team member either (A) gave verbal support or (B) did not give verbal support to the human team members of a human-robot team comprised of 2 human ingroup members, 1 human outgroup member, and 1 robot. We found that targeted support from the robot (e.g., “ good idea George ”) had a positive effect on outgroup members, who increased their verbal participation after receiving targeted support from the robot. When comparing groups that did and did not have verbal support from the robot, we found that outgroup members received fewer verbal backchannels from ingroup members if their group had robot verbal support. These results suggest that verbal support from a robot may have some direct benefits to outgroup members but may also reduce the obligation ingroup members feel to support the verbal contributions of outgroup members. 

In this paper, we argue in favor of creating robots that both teach and learn. We propose a methodology for building robots that can learn a skill from an expert, perform the skill independently or collaboratively with the expert, and then teach the same skill to a novice. This requires combining insights from learning from demonstration, human-robot collaboration, and intelligent tutoring systems to develop knowledge representations that can be shared across all three components. As a case study for our methodology, we developed a glockenspiel-playing robot. The robot begins as a novice, learns how to play musical harmonies from an expert, collaborates with the expert to complete harmonies, and then teaches the harmonies to novice users. This methodology allows for new evaluation metrics that provide a thorough understanding of how well the robot has learned and enables a robot to act as an efficient facilitator for teaching across temporal and geographic separation.