Matthew Rueben

Matthew Rueben, Rhianna Lee, Thomas R. Groechel et al.

Missing significant amounts of school during K-12 education is known to put students' cognitive and social development at risk. Alternatives such as home instruction and online learning are common, but lack sufficient interaction with peers and teachers in the classroom. Mobile remote presence systems, or telepresence robots, are promising for homebound students because they provide embodiment and mobility in addition to the real-time participation offered by video conferencing technologies. Research is needed, however, for telepresence robots to meet the complex needs of homebound students participating remotely in the K-12 classroom context. We present findings from four multi-week deployments with homebound K-12 students attending classes via telepresence robots. The homebound students' experiences were documented in a total of 15 interviews and analyzed qualitatively as case studies. The homebound student participants and their deployment contexts differed from one another along multiple dimensions, and while some benefits of mobile remote attendance were enjoyed by all participants, each participant also experienced unique benefits. Some challenges with hearing, seeing, and moving the robot around the classroom warranted improvements to the design of the telepresence system. Other challenges suggested priorities for managing a classroom deployment, such as ensuring that the remote student is included in classroom activities, accountable to the teacher, and treated with respect by classmates. Based on insights from the study, we make recommendations for real-world deployment procedures in similar contexts.

Matthew Rueben, Mohammad Syed, Emily London et al.

Telepresence robots offer presence, embodiment, and mobility to remote users, making them promising options for homebound K-12 students. It is difficult, however, for robot operators to know how well they are being heard in remote and noisy classroom environments. One solution is to estimate the operator's speech intelligibility to their listeners in order to provide feedback about it to the operator. This work contributes the first evaluation of a speech intelligibility feedback system for homebound K-12 students attending class remotely. In our four long-term, in-the-wild deployments we found that students speak at different volumes instead of adjusting the robot's volume, and that detailed audio calibration and network latency feedback are needed. We also contribute the first findings about the types and frequencies of multimodal comprehension cues given to homebound students by listeners in the classroom. By annotating and categorizing over 700 cues, we found that the most common cue modalities were conversation turn timing and verbal content. Conversation turn timing cues occurred more frequently overall, whereas verbal content cues contained more information and might be the most frequent modality for negative cues. Our work provides recommendations for telepresence systems that could intervene to ensure that remote users are being heard.

Matthew Rueben, Frank J. Bernieri, Cindy M. Grimm et al.

Privacy-sensitive robotics is an emerging area of HRI research. Judgments about privacy would seem to be context-dependent, but none of the promising work on contextual "frames" has focused on privacy concerns. This work studies the impact of contextual "frames" on local users' privacy judgments in a home telepresence setting. Our methodology consists of using an online questionnaire to collect responses to animated videos of a telepresence robot after framing people with an introductory paragraph. The results of four studies indicate a large effect of manipulating the robot operator's identity between a stranger and a close confidante. It also appears that this framing effect persists throughout several videos. These findings serve to caution HRI researchers that a change in frame could cause their results to fail to replicate or generalize. We also recommend that robots be designed to encourage or discourage certain frames.

Matthew Rueben, Cindy M. Grimm, Frank J. Bernieri et al.

The introduction of robots into our society will also introduce new concerns about personal privacy. In order to study these concerns, we must do human-subject experiments that involve measuring privacy-relevant constructs. This paper presents a taxonomy of privacy constructs based on a review of the privacy literature. Future work in operationalizing privacy constructs for HRI studies is also discussed.

Leo Bowen-Biggs, Suzanne Dazo, Yili Zhang et al.

Maps --- specifically floor plans --- are useful for a variety of tasks from arranging furniture to designating conceptual or functional spaces (e.g., kitchen, walkway). We present a simple algorithm for quickly laying a floor plan (or other conceptual map) onto a SLAM map, creating a one-to-one mapping between them. Our goal was to enable using a floor plan (or other hand-drawn or annotated map) in robotic applications instead of the typical SLAM map created by the robot. We look at two use cases, specifying "no-go" regions within a room and locating objects within a scanned room. Although a user study showed no statistical difference between the two types of maps in terms of performance on this spatial memory task, we argue that floor plans are closer to the mental maps people would naturally draw to characterize spaces.