ABSTRACT
This book chapter provides an overview of Temi, an autonomous, video-oriented personal assistant robot which was deployed within the Centre for Independent Language Learning (CILL) at The Hong Kong Polytechnic University. The artificial intelligence robot was chosen principally because of its role as a Robot as a Service (RaaS). Such a service can deliver greater self-improvement and better learning strategies (e.g. Cohen, A. D. (2014). Strategies in learning and using a second language (2nd ed.). Routledge., Dörnyei et. al., 2015, Wenden, Learner strategies for learner autonomy, Prentice Hall, 1991, Yang, Frontiers in Psychology 12:600, 218–600, 218, 2021) as well as foster beneficial attitudes and skills towards the users' long-term language learning success. Through its cloud-based system, Temi offers users access to dynamic interactions and enhanced CILL services, during the COVID-19 pandemic. As a whole, it appears that the introduction of Temi has proven to be an effective strategy to augment learners' autonomy. It further allows administrators to rethink how CILL services are conducted during human resource shortages. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
Robots' visual qualities (VQs) impact people's perception of their characteristics and affect users' behaviors and attitudes toward the robot. Recent years point toward a growing need for Socially Assistive Robots (SARs) in various contexts and functions, interacting with various users. Since SAR types have functional differences, the user experience must vary by the context of use, functionality, user characteristics, and environmental conditions. Still, SAR manufacturers often design and deploy the same robotic embodiment for diverse contexts. We argue that the visual design of SARs requires a more scientific approach considering their multiple evolving roles in future society. In this work, we define four contextual layers: the domain in which the SAR exists, the physical environment, its intended users, and the robot's role. Via an online questionnaire, we collected potential users' expectations regarding the desired characteristics and visual qualities of four different SARs: a service robot for an assisted living/retirement residence facility, a medical assistant robot for a hospital environment, a COVID-19 officer robot, and a personal assistant robot for domestic use. Results indicated that users' expectations differ regarding the robot's desired characteristics and the anticipated visual qualities for each context and use case. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
Education is defined as the process of building an individual and eradicating illiteracy from society. Education is the main engine of the prosperity and development of civilizations. In addition, to being the center of measurement of growth and development of societies, all peoples care about it and seek to develop it. Given the difficult conditions that the world is going through due to the epidemic of Covid-19, the educational sector has a renewed interest in a humanoid social robot, to limit contact with the public and avoid overcrowding in schools and keep pace with education despite the pandemic. This paper aims to propose an interactive tutoring environment, using an assisting humanoid robot to support the teaching and learning process in the classroom. Statistics indicate that the use of educational robots has seen a notable evolution recently, more than 85.70% of teachers have been using robots in the classroom for less than 5 years. The teaching humanoid robot assistant can catch student’s attention, then help teachers improve the way they present their courses and manage their classes. In this work, we represent the main activities that a teacher does to invade the classroom to have a good session with his students. All these activities represent knowledge level tasks for the teacher, while for our humanoid robot assistant, we have defined its tasks that represent primitive level tasks, and we have chained these tasks to give a generic knowledge model that allows defining a knowledge level task for the teacher from a composition of primitives tasks of the assistant humanoid robot in the teaching act. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
The East Java region is a red zone area for COVID-19 cases. The number of patients being treated has an impact on the performance of medical personnel. Medical personnel gets tired easily and many of them die. To overcome this problem, a Paramedic Assistant Robot was designed. The methods used in designing this paramedical assistant robot are as follows: 1) Model design stage, 2) Determine electrical unit, 3) Determine communication unit and robot network, 4) Determine robot mechanical unit, 5) overall manufacturing process unit, 5) assembly process, 6) Robot function test. The result of each generation of feature development from 1.0 to 3.0 improved significantly. For maneuvering, from remote control and joystick to an autonomous system. This means that artificial intelligence is also increasing. The 3.0 generation robot is divided into two robots, namely robots for service and robots for monitoring. The 1.0 generation robots do not have to measure instruments, while the 2.0 and 3.0 generation robots have both integrated and separate measuring instruments. © 2021 IEEE.