Patricia Alves-Oliveira

Eric Chen, Patricia Alves-Oliveira

As agentic AI becomes increasingly involved in creative production, documenting authorship has become critical for artists, collectors, and legal contexts. We present a patch-based framework for spatial authorship attribution within human-robot collaborative painting practice, demonstrated through a forensic case study of one human artist and one robotic system across 15 abstract paintings. Using commodity flatbed scanners and leave-one-painting-out cross-validation, the approach achieves 88.8% patch-level accuracy (86.7% painting-level via majority vote), outperforming texture-based and pretrained-feature baselines (68.0%-84.7%). For collaborative artworks, where ground truth is inherently ambiguous, we use conditional Shannon entropy to quantify stylistic overlap; manually annotated hybrid regions exhibit 64% higher uncertainty than pure paintings (p=0.003), suggesting the model detects mixed authorship rather than classification failure. The trained model is specific to this human-robot pair but provides a methodological grounding for sample-efficient attribution in data-scarce human-AI creative workflows that, in the future, has the potential to extend authorship attribution to any human-robot collaborative painting.

Atharva S Kashyap, Ugne Aleksandra Morkute, Patricia Alves-Oliveira

Robot-assisted feeding enables people with disabilities who require assistance eating to enjoy a meal independently and with dignity. However, existing systems have only been tested in-lab or in-home, leaving in-the-wild social dining contexts (e.g., restaurants) largely unexplored. Designing a robot for such contexts presents unique challenges, such as dynamic and unsupervised dining environments that a robot needs to account for and respond to. Through speculative participatory design with people with disabilities, supported by semi-structured interviews and a custom AI-based visual storyboarding tool, we uncovered ideal scenarios for in-the-wild social dining. Our key insight suggests that such systems should: embody the principles of a white glove service where the robot (1) supports multimodal inputs and unobtrusive outputs; (2) has contextually sensitive social behavior and prioritizes the user; (3) has expanded roles beyond feeding; (4) adapts to other relationships at the dining table. Our work has implications for in-the-wild and group contexts of robot-assisted feeding.

Patricia Alves-Oliveira, Pedro Sequeira, Francisco S. Melo et al.

This work explores a group learning scenario with an autonomous empathic robot. We address two research questions: (1) Can an autonomous robot designed with empathic competencies foster collaborative learning in a group context? (2) Can an empathic robot sustain positive educational outcomes in long-term collaborative learning interactions with groups of students? To answer these questions, we developed an autonomous robot with empathic competencies that is able to interact with a group of students in a learning activity about sustainable development. Two studies were conducted. The first study compares learning outcomes in children across 3 conditions: learning with an empathic robot; learning with a robot without empathic capabilities; and learning without a robot. The results show that the autonomous robot with empathy fosters meaningful discussions about sustainability, which is a learning outcome in sustainability education. The second study features groups of students who interact with the robot in a school classroom for two months. The long-term educational interaction did not seem to provide significant learning gains, although there was a change in game-actions to achieve more sustainability during game-play. This result reflects the need to perform more long-term research in the field of educational robots for group learning.