ABSTRACT
Generating spatial referring expressions is key to allowing robots to communicate with people in an environment. The focus of most algorithms for generation is to create a non-ambiguous description, and how best to deal with the combination explosion this can create in a complex environment. However, this is not how people naturally communicate. Humans tend to give an under-specified description and then rely on a strategy of repair to reduce the number of possible locations or objects until the correct one is identified, what we refer to here as a dynamic description. We present here a method for generating these dynamic descriptions for Human Robot Interaction, using machine learning to generate repair statements. We also present a study with 61 participants in a task on object placement. This task was presented in a 2D environment that favored a non-ambiguous description. In this study we demonstrate that our dynamic method of communication can be more efficient for people to identify a location compared to one that is non-ambiguous.
ABSTRACT
In recent years, it has been suggested that social robots have potential as tutors and educators for both children and adults. While robots have been shown to be effective in teaching knowledge and skill-based topics, we wish to explore how social robots can be used to tutor a second language to young children. As language learning relies on situated, grounded and social learning, in which interaction and repeated practice are central, social robots hold promise as educational tools for supporting second language learning. This paper surveys the developmental psychology of second language learning and suggests an agenda to study how core concepts of second language learning can be taught by a social robot. It suggests guidelines for designing robot tutors based on observations of second language learning in human-human scenarios, various technical aspects and early studies regarding the effectiveness of social robots as second language tutors.
