The Repertoire of Robot Behavior: Designing Social Behaviors to Support Human-Robot Joint Activity

Expecting, understanding, relating, and interacting-older, middle-aged and younger adults' perspectives on breakdown situations in human-robot dialogues

Purpose: The purpose of this study is to explore how older, middle aged and younger adults perceive breakdown situations caused by lack of or inconsistent knowledge, sudden focus shifts, and conflicting intentions in dialogues between a human and a socially intelligent robot in a home environment, and how they perceive strategies to manage breakdown situations. Methods: Scenarios embedding dialogues on health-related topics were constructed based on activity-theoretical and argumentation frameworks. Different reasons for breakdown situations and strategies to handle these were embedded. The scenarios were recorded in a Wizard-of-Oz setup, with a human actor and a Nao robot. Twenty participants between 23 and 72 years of age viewed the recordings and participated in semi-structured interviews conducted remotely. Data were analyzed qualitatively using thematic analysis. Results: Four themes relating to breakdown situations emerged: expecting, understanding, relating, and interacting. The themes span complex human activity at different complementary levels and provide further developed understanding of breakdown situations in human-robot interaction (HRI). Older and middle-aged adults emphasized emphatic behavior and adherence to social norms, while younger adults focused on functional aspects such as gaze, response time, and length of utterances. A hierarchical taxonomy of aspects relating to breakdown situations was formed, and design implications are provided, guiding future research. Conclusion: We conclude that a socially intelligent robot agent needs strategies to 1) construct and manage its understanding related to emotions of the human, social norms, knowledge, and motive on a higher level of meaningful human activity, 2) act accordingly, for instance, adhering to transparent social roles, and 3) resolve conflicting motives, and identify reasons to prevent and manage breakdown situations at different levels of collaborative activity. Furthermore, the novel methodology to frame the dynamics of human-robot dialogues in complex activities using Activity Theory and argumentation theory was instrumental in this work and will guide the future work on tailoring the robot's behavior.

The ANEMONE: Theoretical Foundations for UX Evaluation of Action and Intention Recognition in Human-Robot Interaction

The coexistence of robots and humans in shared physical and social spaces is expected to increase. A key enabler of high-quality interaction is a mutual understanding of each other’s actions and intentions. In this paper, we motivate and present a systematic user experience (UX) evaluation framework of action and intention recognition between humans and robots from a UX perspective, because there is an identified lack of this kind of evaluation methodology. The evaluation framework is packaged into a methodological approach called ANEMONE (action and intention recognition in human robot interaction). ANEMONE has its foundation in cultural-historical activity theory (AT) as the theoretical lens, the seven stages of action model, and user experience (UX) evaluation methodology, which together are useful in motivating and framing the work presented in this paper. The proposed methodological approach of ANEMONE provides guidance on how to measure, assess, and evaluate the mutual recognition of actions and intentions between humans and robots for investigators of UX evaluation. The paper ends with a discussion, addresses future work, and some concluding remarks.

Driving Style: How Should an Automated Vehicle Behave?

This article reports on a study to investigate how the driving behaviour of autonomous vehicles influences trust and acceptance. Two different designs were presented to two groups of participants (n = 22/21), using actual autonomously driving vehicles. The first was a vehicle programmed to drive similarly to a human, “peeking” when approaching road junctions as if it was looking before proceeding. The second design had a vehicle programmed to convey the impression that it was communicating with other vehicles and infrastructure and “knew” if the junction was clear so could proceed without ever stopping or slowing down. Results showed non-significant differences in trust between the two vehicle behaviours. However, there were significant increases in trust scores overall for both designs as the trials progressed. Post-interaction interviews indicated that there were pros and cons for both driving styles, and participants suggested which aspects of the driving styles could be improved. This paper presents user information recommendations for the design and programming of driving systems for autonomous vehicles, with the aim of improving their users’ trust and acceptance.

Social robots for education: A review

Social robots can be used in education as tutors or peer learners. They have been shown to be effective at increasing cognitive and affective outcomes and have achieved outcomes similar to those of human tutoring on restricted tasks. This is largely because of their physical presence, which traditional learning technologies lack. We review the potential of social robots in education, discuss the technical challenges, and consider how the robot's appearance and behavior affect learning outcomes.