Luke Jai Wood

Trust plays a major role when introducing interactive robots into people’s personal spaces, which, in large part, depends on how they perceive the robot. This paper presents the initial results of an investigation into the perception of robot agency as a potential factor influencing trust. We manipulated a robot’s agency to see how trust would change as a result. Our preliminary results indicate age as a confounding factor while we did not find differences when priming robot autonomy.

Traditionally source identification is solved using threshold based energy detection algorithms. These algorithms frequently sum up the activity in regions, and consider regions above a specific activity threshold to be sources. While these algorithms work for the majority of cases, they often fail to detect signals that occupy small frequency bands, fail to distinguish sources with overlapping frequency bands, and cannot detect any signals under a specified signal to noise ratio. Through the conversion of raw signal data to spectrogram, source identification can be framed as an object detection problem. By leveraging modern advancements in deep learning based object detection, we propose a system that manages to alleviate the failure cases encountered when using traditional source identification algorithms. Our contributions include framing source identification as an object detection problem, the publication of a spectrogram object detection dataset, and evaluation of the RetinaNet and YOLOv5 object detection models trained on the dataset. Our final models achieve Mean Average Precisions of up to 0.906. With such a high Mean Average Precision, these models are sufficiently robust for use in real world applications.

In this work, we tested a recently developed novel methodology to assist children with Autism Spectrum Disorder (ASD) improve their Visual Perspective Taking (VPT) and Theory of Mind (ToM) skills using the humanoid robot Kaspar. VPT is the ability to see the world from another person’s perspective, drawing upon both social and spatial information. Children with ASD often find it difficult to understand that others might have perspectives, viewpoints and beliefs that are different from their own, which is a fundamental aspect of both VPT and ToM. The games we designed were implemented as the first attempt to study if these skills can be improved in children with ASD through interacting with a humanoid robot in a series of trials. The games involved a number of different actions with the common goal of helping the children to see the world from the robot’s perspective. Children with ASD were recruited to the study according to specific inclusion criteria that were determined in a previous pilot study. In order to measure the potential impact of the games on the children, three pre- and post-tests (Smarties, Sally–Anne and Charlie tests) were conducted with the children. Our findings suggest that children with ASD can indeed benefit from this approach of robot-assisted therapy.

In recent years the possibility of using humanoid robots to perform interviews with children has been explored in a number of studies. This paper details a study in which a potential real-world user trialled a Robot-Mediated Interviewing system with children to establish if this approach could realistically be used in a real-world context. In this study a senior educational psychologist used the humanoid robot Kaspar to interview ten primary school children about a video they had watched prior to the interview. We conducted a pre and post interview with the educational psychologist before and after using the system to establish how the system worked for him and the perceived potential for real-world applications. The educational psychologist successfully used the system to interview the children and believed that principally using a small humanoid robot to interview children could be useful in a real-world setting provided the system was developed further.

This paper presents a contribution aiming at testing novel child–robot teaching schemes that could be used in future studies to support the development of social and collaborative skills of children with autism spectrum disorders (ASD). We present a novel experiment where the classical roles are reversed: in this scenario the children are the teachers providing positive or negative reinforcement to the Kaspar robot in order for it to learn arbitrary associations between different toy names and the locations where they are positioned. The objective is to stimulate interaction and collaboration between children while teaching the robot, and also provide them tangible examples to understand that sometimes learning requires several repetitions. To facilitate this game, we developed a reinforcement learning algorithm enabling Kaspar to verbally convey its level of uncertainty during the learning process, so as to better inform the children about the reasons behind its successes and failures. Overall, 30 typically developing (TD) children aged between 7 and 8 (19 girls, 11 boys) and 9 children with ASD performed 25 sessions (16 for TD; 9 for ASD) of the experiment in groups, and managed to teach Kaspar all associations in 2 to 7 trials. During the course of study Kaspar only made rare unexpected associations (2 perseverative errors and 2 win-shifts, within a total of 314 trials), primarily due to exploratory choices, and eventually reached minimal uncertainty. Thus, the robot’s behaviour was clear and consistent for the children, who all expressed enthusiasm in the experiment.