Though substantial research has been dedicated towards using technology to improve education, no current methods are as effective as one-on-one tutoring. A critical, though relatively understudied, aspect of effective tutoring is modulating the student's affective state throughout the tutoring session in order to maximize long-term learning gains. We developed an integrated experimental paradigm in which children play a second-language learning game on a tablet, in collaboration with a fully autonomous social robotic learning companion. As part of the system, we measured children's valence and engagement via an automatic facial expression analysis system. These signals were combined into a reward signal that fed into the robot's affective reinforcement learning algorithm. Over several sessions, the robot played the game and personalized its motivational strategies (using verbal and non-verbal actions) to each student. We evaluated this system with 34 children in preschool classrooms for a duration of two months. We saw that (1) children learned new words from the repeated tutoring sessions, (2) the affective policy personalized to students over the duration of the study, and (3) students who interacted with a robot that personalized its affective feedback strategy showed a significant increase in valence, as compared to students who interacted with a non-personalizing robot. This integrated system of tablet-based educational content, affective sensing, affective policy learning, and an autonomous social robot holds great promise for a more comprehensive approach to personalized tutoring.

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.

Computer Science researchers have long sought ways to apply the fruits of their labors to education. From the Logo turtles to the latest Cognitive Tutors, the allure of computers that will understand and help humans learn and grow has been a constant thread in Artificial Intelligence research. Now, advances in robotics and our understanding of Human-Robot Interaction make it feasible to develop physically-present robots that are capable of presenting educational material in an engaging manner, adapting online to sensory information from individual students, and building sophisticated, personalized models of a student’s mastery over complex educational domains. In this paper, we discuss how using physical robots as platforms for artificially intelligent tutors enables an expanded space of possible educational interactions. We also describe a work-in-progress to (1) extend previous work in personalized user models for robotic tutoring and (2) further explore the differences between interaction with physical robots and onscreen agents. Specifically, we are examining how embedding an tutoring interaction inside a story, game, or activity with an agent may differentially affect learning gains and engagement in interactions with physical robots and screen-based agents.