Patrícia Alves‐Oliveira

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.

Patrícia Alves-Oliveira, Samuel Gomes, Ankita Chandak et al.

YOLO is a social robot designed and developed to stimulate creativity in children through storytelling activities. Children use it as a character in their stories. This article details the artificial intelligence software developed for YOLO. The implemented software schedules through several Creativity Behaviors to find the ones that stimulate creativity more effectively. YOLO can choose between convergent and divergent thinking techniques, two important processes of creative thought. These techniques were developed based on the psychological theories of creativity development and on research from creativity experts who work with children. Additionally, this software allows the creation of Social Behaviors that enable the robot to behave as a believable character. On top of our framework, we built 3 main social behavior parameters: Exuberant, Aloof, and Harmonious. These behaviors are meant to ease immersive play and the process of character creation. The 3 social behaviors were based on psychological theories of personality and developed using children's input during co-design studies. Overall, this work presents an attempt to design, develop, and deploy social robots that nurture intrinsic human abilities, such as the ability to be creative.

Kim Baraka, Patrícia Alves-Oliveira, Tiago Ribeiro

Social robots are becoming increasingly diverse in their design, behavior, and usage. In this chapter, we provide a broad-ranging overview of the main characteristics that arise when one considers social robots and their interactions with humans. We specifically contribute a framework for characterizing social robots along 7 dimensions that we found to be most relevant to their design. These dimensions are: appearance, social capabilities, purpose and application area, relational role, autonomy and intelligence, proximity, and temporal profile. Within each dimension, we account for the variety of social robots through a combination of classifications and/or explanations. Our framework builds on and goes beyond existing frameworks, such as classifications and taxonomies found in the literature. More specifically, it contributes to the unification, clarification, and extension of key concepts, drawing from a rich body of relevant literature. This chapter is meant to serve as a resource for researchers, designers, and developers within and outside the field of social robotics. It is intended to provide them with tools to better understand and position existing social robots, as well as to inform their future design.

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.