Issuing and following instructions is a common task in many forms of both human-human and human-robot collaboration. With two human participants, the accuracy of instruction following increases if the collaborators can monitor the state of their partners and respond to them through conversation (Clark and Krych 2004), a process we call social feedback. Despite this benefit in human-human interaction, current human-robot collaboration systems process instructions in non-incremental batches, which can achieve good accuracy but does not allow for reactive feedback (Tellex et al. 2011; Matuszek et al. 2012; Tellex et al. 2012; Misra et al.2014). In this paper, we show that giving a robot the ability to ask the user questions results in responsive conversations and allows the robot to quickly determine the object that the user desires. This social feedback loop between person and robot allows a person to create an internal model for the robot’s mental state and adapt their own behavior to better inform the robot. To close the human-robot feedback loop, we employ a Partially Observable Markov Decision Process (POMDP) to produce a policy which will lead to the determination of the object in the shortest amount of time. To test our approach, we perform user studies to measure our robot’s ability to deliver common household items requested by the participant. We compare delivery speed and accuracy both with and without social feedback.

We are interested in the development of an autonomous social robot whose goal is to promote collaborative behaviors in children while playing an interactive game.

Recent research has demonstrated that emotion plays a key role in human decision making. Across a wide range of disciplines, old concepts, such as the classical ``rational actor" model, have fallen out of favor in place of more nuanced models (e.g., the frameworks of behavioral economics and emotional intelligence) that acknowledge the role of emotions in analyzing human actions. We now know that context, framing, and emotional and physiological state can all drastically influence decision making in humans. Emotions serve an essential, though often overlooked, role in our lives, thoughts, and decisions. However, it is not clear how and to what extent emotions should impact the design of artificial agents, such as social robots. In this paper I argue that enabling robots, especially those intended to interact with humans, to sense and model emotions will improve their performance across a wide variety of human-interaction applications. I outline two broad research topics (affective inference and learning from affect) towards which progress can be made to enable ``affect-aware" robots and give a few examples of applications in which robots with these capabilities may outperform their non-affective counterparts. By identifying these important problems, both necessary for fully affect-aware social robots, I hope to clarify terminology, assess the current research landscape, and provide goalposts for future research.

Transferring knowledge is a vital skill between humans for efficiently learning a new concept. In a perfect system, a human demonstrator can teach a robot a new task by using natural language and physical gestures. The robot would gradually accumulate and refine its spatial, temporal, and causal understanding of the world. The knowledge can then be transferred back to another human, or further to another robot. The implications of effective human to robot knowledge transfer include the compelling opportunity of a robot acting as the teacher, guiding humans in new tasks. The technical difficulty in achieving a robot implementation Figure 1: The robot autonomously performs a cloth folding of this caliber involves both an expressive knowledge task after learning from a human demonstration.

This paper presents an exploratory study where participants piloted a commercial UAS (unmanned aerial system) through an obstacle course. The goal was to determine how varying the instructions given to participants affected their performance. Preliminary data suggests future studies to perform, as well as guidelines for human-robot interaction, and some best practices for learning from demonstration studies.

There has been a large body of research demonstrating that students that receive one-on-one tutoring perform, on average, significantly better than students learning via conventional classroom instruction when tested on the same material (Bloom 1984; VanLehn 2011). During tutoring, the teacher has the ability to tailor the instruction and support to the individual learner, creating a personalized learning environment for each student. Research involving robotic agents Figure 1: Child interacting with a NAO robot in a tutoring as tutors indicates that the physical presence of a robot tutor scenario can increase cognitive learning gains (Leyzberg et al. 2010). Further research shows that a robot tutor employing relatively simple personalization strategies can benefit the that on-demand help is useful in interactive learning environments learner (Leyzberg, Spaulding, and Scassellati 2014).

Gaze and gestures are important modalities in human-human interactions and hence important to human-robot interaction. We describe how to use human gaze and robot pointing gestures to disambiguate and extend a human-robot speech dialogue developed for aiding people suffering from dementia.

We report a study performed with a social robot that autonomously plays a competitive game. By relying on an emotional agent architecture (using an appraisal mechanism) the robot was built with the capabilities of emotional appraisal and thus was able to express and share its emotions verbally throughout the game. Contrary to what was expected, emotional sharing in this context seemed to damage the social interaction with the users.

How can robots fluently communicate with humans and have context-preserving conversation? It is the most momentous and crucial problem in robotics research, especially for service robots such as child-care robots. Here, we aim to develop a situated conversation system for child-care robots. The conversation system considers the current context between robots and children as well as the situation the child is in. The system consists of two parts. The first part tries to understand the context. This part uses the embedded sensors of robots to understand the context and wearable sensors of the child for getting information of the situation the child is in. The second part is to generate the situated conversation. In terms of the model, we designed a hierarchical Bayesian Network for the first part and a Hypernetwork model is used for the second part. We illustrate the application of communication with a child in a child-care service robots scenario. For this application, we collect wearable sensors’ data from the child and mother-child conversation data in daily life. Finally, we discuss our results and future works.

Nonverbal communication is a critical way for humans to relay information and can have many forms including hand gestures, touch, and facial expressions. Our work focuses on touch gestures. In typical systems the recognition process does not begin until after the communication has completed, which can create a delayed response from the robot. It may take time for the robot to plan the appropriate response to touch, which could delay the reaction time. We have trained an artificial neural network on features extracted from the Leap Motion Controller, and successfully performed early recognition of touch gestures with high accuracy.