Training Toddlers Seated on Mobile Robots to Steer Using Force-Feedback Joystick

Systematic Review of Affective Computing Techniques for Infant Robot Interaction

Research studies on social robotics and human-robot interaction have gained insights into factors that influence people’s perceptions and behaviors towards robots. However, adults’ perceptions of robots may differ significantly from those of infants. Consequently, extending this knowledge also to infants’ attitudes toward robots is a growing field of research. Indeed, infant-robot interaction (IRI) is emerging as a critical and necessary area of research as robots are increasingly used in social environments, such as caring for infants with all types of disabilities, companionship, and education. Although studies have been conducted on the ability of robots to positively engage infants, little is known about the infants’ affective state when interacting with a robot. In this systematic review, technologies for infant affective state recognition relevant to IRI applications are presented and surveyed. Indeed, adapting techniques currently employed for infant’s emotion recognition to the field of IRI results to be a complex task, since it requires timely response while not interfering with the infant’s behavior. Those aspects have a crucial impact on the selection of the emotion recognition techniques and the related metrics to be used for this purpose. Therefore, this review is intended to shed light on the advantages and the current research challenges of the infants’ affective state recognition approaches in the IRI field, elucidates a roadmap for their use in forthcoming studies as well as potentially provide support to future developments of emotion-aware robots.

Combining Full and Partial Haptic Guidance Improves Handwriting Skills Development

It has been shown in previous studies that haptic guidance improves the learning outcomes of handwriting motor skills. Full and partial haptic guidance are developed and evaluated in the literature. In this paper, we present two experimental studies to examine whether combining full and partial haptic guidance is more effective for improving handwriting skills than merely full or partial guidance methods. Experiment I, with 22 participants, compares the effectiveness of merely full and partial haptic guidance methods towards improving learning outcomes of Arabic handwriting. Even though haptic guidance in general is found to be effective and pleasant by all participants, experiment I concludes that there are no statistically significant differences in the learning outcomes between full and partial haptic guidance. Experiment II investigates whether a combination of full and partial haptic guidance could further improve the learning outcomes, compared to merely full or partial haptic guidance. The learning outcomes and quality of experience are measured to evaluate each group's performance. Results from experiment II demonstrate that the combination of full and partial haptic guidance results in statistically significant improvements in the quality of handwriting, compared to mere full or partial haptic guidance. In particular, starting with partial haptic guidance at early stage of learning and then using full guidance at intermediate/advanced learning stages seemed to be the most effective. This implies that partial haptic guidance is more effective to learn the gross shape of handwriting skills (at early stages of the learning process) whereas full haptic guidance is more effective to learn the fine details of the handwriting skills (at intermediate or advanced stage of learning). Therefore, partial-then-full haptic guidance seems to be the most effective to improve learning outcomes.

The Effect of Haptic Guidance on Learning a Hybrid Rhythmic-Discrete Motor Task

Bouncing a ball with a racket is a hybrid rhythmic-discrete motor task, combining continuous rhythmic racket movements with discrete impact events. Rhythmicity is exceptionally important in motor learning, because it underlies fundamental movements such as walking. Studies suggested that rhythmic and discrete movements are governed by different control mechanisms at different levels of the Central Nervous System. The aim of this study is to evaluate the effect of fixed/fading haptic guidance on learning to bounce a ball to a desired apex in virtual reality with varying gravity. Changing gravity changes dominance of rhythmic versus discrete control: The higher the value of gravity, the more rhythmic the task; lower values reduce the bouncing frequency and increase dwell times, eventually leading to a repetitive discrete task that requires initiation and termination, resembling target-oriented reaching. Although motor learning in the ball-bouncing task with varying gravity has been studied, the effect of haptic guidance on learning such a hybrid rhythmic-discrete motor task has not been addressed. We performed an experiment with thirty healthy subjects and found that the most effective training condition depended on the degree of rhythmicity: Haptic guidance seems to hamper learning of continuous rhythmic tasks, but it seems to promote learning for repetitive tasks that resemble discrete movements.

Design of a robotic mobility system with a modular haptic feedback approach to promote socialization in children

Self-initiated mobility is a causal factor in children's development. Previous studies have demonstrated the effectiveness of our training methods in learning directional driving and navigation. The ultimate goal of mobility training is to enable children to be social, that is, to interact with their peers. A powered mobility device was developed that can localize itself, map the environment, plan an obstacle-free path to a goal, and ensure safety of a human driver. Combined with a positioning system, this system is able to apply a force field using a modular haptic feedback approach to train subjects to drive towards an object, a caregiver, a peer, or a group of peers. System feasibility was tested by designing a 'ball chasing' game. Results show that the system is promising in promoting socialization in children.

Modified ride-on car for mobility and socialization: single-case study of an infant with Down syndrome

PURPOSE

Before the onset of walking, children with Down syndrome experience limited mobility yet are never considered candidates for traditional powered mobility devices. The purpose of this single-case study is to quantify the feasibility and family perceptions of including modified ride-on car use as an option for increasing daily mobility, socialization, and fun for a child with Down syndrome.

METHODS

A 13-month-old child, Natalie, and her family were video recorded during the 28-week study using her ride-on car in their home and community.

RESULTS

Natalie demonstrated and her family reported increased movement, mobility, and socialization over the study period.

CONCLUSIONS

Ride-on car use appears feasible, fun, and functional to increase daily mobility for pediatric populations working toward independent walking.