We present a study investigating the expressiveness of two different types of robots in a tutoring task. The robots used were i) the EMYS robot, with facial expression capabilities, and ii) the NAO robot, without facial expressions but able to perform expressive gestures. Preliminary results show that the NAO robot was perceived to be more friendly, pleasant and empathic than the EMYS robot as a tutor in a learning environment.

In this video submission, we describe a scenario developed in the EMOTE project. The overall goal of the EMOTE project is to develop an empathic robot tutor for 11-13 year old school students in an educational setting. The pedagogical domain here is to assist students in learning and testing their map-reading skills typically learned as part of the geography curriculum in schools. We show this scenario with a NAO robot interacting with the students whilst performing map-reading tasks on a touch-screen device in this video.

There are several challenges in applying conversational social robots to Technology Enhanced Learning and Serious Gaming. In this paper, we focus in particular on the dialogue management issues in building an empathic robotic tutor that plays a multi-person serious game with students to help them learn and understand the underlying educational concepts.

There has been some studies in applying robots to education and recent research on socially intelligent robots show robots as partners that collaborate with people. On the other hand, serious games and interaction technologies have also proved to be important pedagogical tools, enhancing collaboration and interest in the learning process. This paper relates to the collaborative scenario in EMOTE EU FP7 project and its main goal is to develop and present the dialogue dimensions for a robotic tutor in a collaborative learning scenario grounded in human studies. Overall, seven dialogue dimensions between the teacher and students interaction were identified from data collected over 10 sessions of a collaborative serious game. Preliminary results regarding the teachers perspective of the students interaction suggest that student collaboration led to learning during the game. Besides, students seem to have learned a number of concepts as they played the game. We also present the protocol that was followed for the purposes of future data collection in human-human and human-robot interaction in similar scenarios.

We address the problem of dynamically modeling and adapting to unknown users in resource-scarce domains in the context of interactive spoken dialogue systems. As an example, we show how a system can learn to choose referring expressions to refer to domain entities for users with different levels of domain expertise, and whose domain knowledge is initially unknown to the system. We approach this problem using a three step process: collecting data using a Wizard-of-Oz method, building simulated users, and learning to model and adapt to users using Reinforcement Learning techniques. We show that by using only a small corpus of non-adaptive dialogues and user knowledge profiles it is possible to learn an adaptive user modeling policy using a sense-predict-adapt approach. Our evaluation results show that the learned user modeling and adaptation strategies performed better in terms of adaptation than some simple hand-coded baseline policies, with both simulated and real users. With real users, the learned policy produced around a 20% increase in adaptation in comparison to an adaptive hand-coded baseline. We also show that adaptation to users' domain knowledge results in improving task success (99.47% for the learned policy vs. 84.7% for a hand-coded baseline) and reducing dialogue time of the conversation (11% relative difference). We also compared the learned policy to a variety of carefully hand-crafted adaptive policies that employ the user knowledge profiles to adapt their choices of referring expressions throughout a conversation. We show that the learned policy generalises better to unseen user profiles than these hand-coded policies, while having comparable performance on known user profiles. We discuss the overall advantages of this method and how it can be extended to other levels of adaptation such as content selection and dialogue management, and to other domains where adapting to users' domain knowledge is useful, such as travel and healthcare.