Koen V. Hindriks

Jiahuan Pei, Fanghua Ye, Xin Sun et al.

Large language models (LLMs) have advanced virtual educators and learners, bridging NLP with AI4Education. Existing work often lacks scalability and fails to leverage diverse, large-scale course content, with limited frameworks for assessing pedagogic quality. To this end, we propose WikiHowAgent, a multi-agent workflow leveraging LLMs to simulate interactive teaching-learning conversations. It integrates teacher and learner agents, an interaction manager, and an evaluator to facilitate procedural learning and assess pedagogic quality. We introduce a dataset of 114,296 teacher-learner conversations grounded in 14,287 tutorials across 17 domains and 727 topics. Our evaluation protocol combines computational and rubric-based metrics with human judgment alignment. Results demonstrate the workflow's effectiveness in diverse setups, offering insights into LLM capabilities across domains. Our datasets and implementations are fully open-sourced.

Saloni Singh, Koen Hindriks, Dirk Heylen et al.

The co creativity community is making significant progress in developing more sophisticated and tailored systems to support and enhance human creativity. Design considerations from prior work can serve as a valuable and efficient foundation for future systems. To support this effort, we conducted a systematic literature review of 62 papers on co-creative systems. These papers cover a diverse range of applications, including visual arts, design, and writing, where the AI acts not just as a tool but as an active collaborator in the creative process. From this review, we identified several key dimensions relevant to system design: phase of the creative process, creative task, proactive behavior of the system, user control, system embodiment, and AI model type. Our findings suggest that systems offering high user control lead to greater satisfaction, trust, and a stronger sense of ownership over creative outcomes. Furthermore, proactive systems, when adaptive and context sensitive, can enhance collaboration. We also extracted 24 design considerations, highlighting the value of encouraging users to externalize their thoughts and of increasing the system's social presence and transparency to foster trust. Despite recent advancements, important gaps remain, such as limited support for early creative phases like problem clarification, and challenges related to user adaptation to AI systems.

Elena Malnatsky, Shenghui Wang, Koen V. Hindriks et al.

Dialogic learning fosters motivation and deeper understanding in education through purposeful and structured dialogues. Foundational models offer a transformative potential for child-robot interactions, enabling the design of personalized, engaging, and scalable interactions. However, their integration into educational contexts presents challenges in terms of ensuring age-appropriate and safe content and alignment with pedagogical goals. We introduce a hybrid approach to designing personalized educational dialogues in child-robot interactions. By combining rule-based systems with LLMs for selective offline content generation and human validation, the framework ensures educational quality and developmental appropriateness. We illustrate this approach through a project aimed at enhancing reading motivation, in which a robot facilitated book-related dialogues.

Liza Darwesh, Jaspreet Singh, Marin Marian et al.

This study investigates the elicitation of empathy toward a third party through interaction with social agents. Participants engaged with either a physical robot or a voice-enabled chatbot, both driven by a large language model (LLM) programmed to exhibit either an empathetic tone or remain neutral. The interaction is focused on a fictional character, Katie Banks, who is in a challenging situation and in need of financial donations. The willingness to help Katie, measured by the number of hours participants were willing to volunteer, along with their perceptions of the agent, were assessed for 60 participants. Results indicate that neither robotic embodiment nor empathetic tone significantly influenced participants' willingness to volunteer. While the LLM effectively simulated human empathy, fostering genuine empathetic responses in participants proved challenging.

Muhan Hou, Koen Hindriks, A. E. Eiben et al.

Reinforcement Learning (RL) has achieved great success in sequential decision-making problems, but often at the cost of a large number of agent-environment interactions. To improve sample efficiency, methods like Reinforcement Learning from Expert Demonstrations (RLED) introduce external expert demonstrations to facilitate agent exploration during the learning process. In practice, these demonstrations, which are often collected from human users, are costly and hence often constrained to a limited amount. How to select the best set of human demonstrations that is most beneficial for learning therefore becomes a major concern. This paper presents EARLY (Episodic Active Learning from demonstration querY), an algorithm that enables a learning agent to generate optimized queries of expert demonstrations in a trajectory-based feature space. Based on a trajectory-level estimate of uncertainty in the agent's current policy, EARLY determines the optimized timing and content for feature-based queries. By querying episodic demonstrations as opposed to isolated state-action pairs, EARLY improves the human teaching experience and achieves better learning performance. We validate the effectiveness of our method in three simulated navigation tasks of increasing difficulty. The results show that our method is able to achieve expert-level performance for all three tasks with convergence over 30\% faster than other baseline methods when demonstrations are generated by simulated oracle policies. The results of a follow-up pilot user study (N=18) further validate that our method can still maintain a significantly better convergence in the case of human expert demonstrators while achieving a better user experience in perceived task load and consuming significantly less human time.

Mike E. U. Ligthart, Mark A. Neerincx, Koen V. Hindriks

We present a discovery-based, first version, explicit model of social interaction that provides a basis for measuring the quality of interaction of a human user with a social robot. The two core elements of the social interaction model are engagement and co-regulation. Engagement emphasizes the \textit{qualitative nature} of social interaction and the fact that a user needs to be drawn into the interaction with the robot. Co-regulation emphasizes the interaction process and the fact that a user and a robot need to be acting together. We argue that the quality of social interaction with a robot can be measured in terms of how efficiently engagement and co-regulation are established and maintained during the interaction and how satisfied the user is with the interaction.