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Doctoral School – Robotics Program Autonomous Robots Class Human-Robot Interaction

Doctoral School – Robotics Program Autonomous Robots Class Human-Robot Interaction Robots in education, therapy and rehabilitation Aude G Billard Learning Algorithms and Systems Laboratory - LASA EPFL, Swiss Federal Institute of Technology Lausanne, Switzerland aude.billard@epfl.ch.

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Doctoral School – Robotics Program Autonomous Robots Class Human-Robot Interaction

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  1. Doctoral School – Robotics Program Autonomous Robots Class Human-Robot Interaction Robots in education, therapy and rehabilitation Aude G Billard Learning Algorithms and Systems Laboratory - LASA EPFL, Swiss Federal Institute of Technology Lausanne, Switzerland aude.billard@epfl.ch A.G. Billard, Autonomous Robots Class - EDPR/EDIC

  2. Overview of the Class 9h15-12h00 • Interfaces and interaction modalities • non-verbal cues and expressiveness in interactions: gesture, posture, social spaces and facial expressions • User-centred design of social robots: humanoids, androids, etc. • motivations and emotions in robots • social intelligence for robots • Social learning and skill acquisition via teaching and imitation 14h15-17h00: • Robots in education, therapy and rehabilitation • Evaluation methods and methodologies for HRI research • Ethical issues in human-robot interaction research A.G. Billard, Autonomous Robots Class - EDPR/EDIC

  3. Robots in education, therapy and rehabilitation Current real-life applications of HRI are in Education, Therapeutic and Rehabilitation These applications rely often on toy-like robots that are small, and, as such convey a sense of security and cuteness A.G. Billard, Autonomous Robots Class - EDPR/EDIC

  4. Robots in Therapy Use for the disabled (autistic children, paraplegics, etc) Use for the elderly Rationale: Aging population is increasing  loneliness of the elderly Sick child or elderly person in a home  loneliness of the sick • a toy robot replaces a domestic animals in environments where those cannot be accepted (allergies) • petting the toy robot will improve the patient’s mood, fulfill its need to care and be cared for and enhance interaction and communication across patients (a mediator) • a robot allows to follow the patient’s development in longitudinal studies A.G. Billard, Autonomous Robots Class - EDPR/EDIC

  5. Robots in Therapy Paro, the Seal Robot (AIST, Japan) 8 actuators; 2 for upper and lower eyelids, 1 for rotation of eyes, 2 for the neck, 1 for each front fin, and 1 for two rear fins. Paro weights about 2.8 kg. A.G. Billard, Autonomous Robots Class - EDPR/EDIC

  6. Robots in Therapy Paro has internal states that correspond to emotions. Each state activity changes as a function of the interactions and otherwise decays with time. Interaction changes the internal states of Paro and, thus, the user creates the character of Paro. Reinforcement learning: positive for stroking, negative for beating. A.G. Billard, Autonomous Robots Class - EDPR/EDIC

  7. Robots in Therapy Tests: 2-15 years old children – hospitalized; Paro robot was presented 3 time a day over the course of 11 days Results: The children’s moods improved on interaction with Paro, encouraging the children to communicate with each other and caregivers. In one striking instance, a young autistic patient recovered his appetite and his speech abilities during the weeks when Paro was at the hospital. In another case, a hopitalized child patient who felt pain when she moved her body, arms, and legs and could not move from her bed. When Paro was given to her, she smiled and was willing to stroke Paro. Paro had a rehabilitative function as well as a mental effect. A.G. Billard, Autonomous Robots Class - EDPR/EDIC Wada, K.; Shibata, T.; Saito, T.; Tanie, K, Effects of robot-assisted activity for elderly people and nurses at a day service center, Proceedings of the IEEE, Volume 92,  Issue 11,  Nov. 2004 Page(s):1780 – 1788.

  8. Robots in Therapy Tests: Elderly people with slight dementia; Paro robot was presented 3 day a week over the course of 5 weeks. Results: • Paro improved the mood of elderly people and made them more active. • Paro encouraged elderly people to communicate, both with one another and with the nursing staff. • Urinary tests showed that the ability to recover from stress was improved in the elderly. A.G. Billard, Autonomous Robots Class - EDPR/EDIC Wada, K.; Shibata, T.; Saito, T.; Tanie, K, Effects of robot-assisted activity for elderly people and nurses at a day service center, Proceedings of the IEEE, Volume 92,  Issue 11,  Nov. 2004 Page(s):1780 – 1788.

  9. Robots for Therapy Robota: A test of understanding self- agency Collaboration with Prof. Jaqueline NadelHopital de la Salpetriere, Paris, France Robota allows the child to understand that the robot’s movements originate from his own movement (sense of agency) and are limited to a restricted category of movements (intentional selection of his own action ) A.G. Billard, Autonomous Robots Class - EDPR/EDIC

  10. Robots for Therapy A tool to test the imitation capabilities of autistic children Collaboration with Prof. Jaqueline NadelHopital de la Salpetriere, Paris, France The educator demonstrates The imitation game The autistic child is let free to play with the robot A.G. Billard, Autonomous Robots Class - EDPR/EDIC Billard, A., Robins, B, Dautenhahn, K. and Nadel, J (2006) Building Robota, a Mini-Humanoid Robot for the Rehabilitation of Children with Autism. the RESNA Assistive Technology Journal. Vol. 19, Issue 1.

  11. Robots for Therapy A tool to test and train the interactivity of autistic children Would the human-appearance affect the child’s interaction with the robot? Children are much more responsive toward non-human looking doll Robins, B., Dautenhahn, K., te Boekhorst, R. Billard, A. (2004) Effects of repeated exposure of a humanoid robot on children with autism In S.Keats, J.Clarckson, P. Langdon and P.Robinson (eds), Designing a More Inclusive World. London: Springer Verlag, 225-236. A.G. Billard, Autonomous Robots Class - EDPR/EDIC

  12. Robots for Therapy A tool to test and train the interactivity of autistic children Four autistic children, age 5-10, from the Enhanced Provision unit. Each child participated in about 13 trials on average. Autistic children interact much more with the non-human looking robot Robins, B., Dautenhahn, K., te Boekhorst, R. Billard, A. (2004) Effects of repeated exposure of a humanoid robot on children with autism In S.Keats, J.Clarckson, P. Langdon and P.Robinson (eds), Designing a More Inclusive World. London: Springer Verlag, 225-236. A.G. Billard, Autonomous Robots Class - EDPR/EDIC

  13. Robots for Therapy A tool to test and train the interactivity of autistic children Collaboration with Prof. Kerstin Dautenhahn, University of Hertfordshire, London, UK Robot as a mediator, an object of joint attention A.G. Billard, Autonomous Robots Class - EDPR/EDIC Robins, B et al. (2004) London: Springer Verlag, 225-236.

  14. Robots for Therapy A tool to test and train the interactivity of autistic children Eye-Gaze levels of all children A.G. Billard, Autonomous Robots Class - EDPR/EDIC Robins, B., Dautenhahn, K., te Boekhorst, R. Billard, A. Springer Verlag, 2004.

  15. Robots for Education ROBOTA at the Museum French National Science Museum , « La Cite de l’Espace », Paris, November 2001 – January 2003 A.G. Billard, Autonomous Robots Class - EDPR/EDIC

  16. Robots for Education ROBOTA at the Museum French National Science Museum, Toulouse, May 2004 – December 2006 Fondation Verdan, Lausanne, November 2004-March 2006 A.G. Billard, Autonomous Robots Class - EDPR/EDIC

  17. Robots for Education ROBOTA at the Museum Monitored the interactions of the users with Robota over 6 months - Ran from 10am until 6pm every day • 30 to 100 users per day (mean 43, std 13) • Interactions lasted between 2secunds and 5 minutes (mean 35 sec, std, 1.15min) • Wide range of nationalities (french, english, german, spanish, dutch, swedish) Type of interactions: • ~45% (body words), ~20%( naturalistic), ~35% (insulting or abusive language)  Example of naturalistic trainings: « Drink », « Have an Apple », «  Give me a kiss», «  sing » A.G. Billard, Autonomous Robots Class - EDPR/EDIC

  18. Expressive Body Movements Keepon (Kozima’s group, CRL, Japan): Very simple but powerful design to convey joint attention and turn taking behavior A.G. Billard, Autonomous Robots Class - EDPR/EDIC

  19. Expressive Body Movements Attentive action Directing the head up/down and left/right so as to orient Keepon's face/body to a certain target in the environment. Keepon seems to be perceiving the target. This action includes eye-contact and joint attention. Emotive action Keeping its attention in a certain direction, Keepon rocks its body from side to side and/or bobs its body up and down. Keepon seems to express emotions (like pleasure and excitement) about the target. A.G. Billard, Autonomous Robots Class - EDPR/EDIC

  20. Robots for Therapy Progressive exploration by a 2-year old child Kozima, H.; Nakagawa, C.; Yasuda, Y.; Interactive robots for communication-care: a case-study in autism therapy Robot and Human Interactive Communication, 2005. ROMAN 2005. IEEE International Workshop on 3-15 Aug. 2005 Page(s):341 - 346 A.G. Billard, Autonomous Robots Class - EDPR/EDIC

  21. Robots for Therapy For more than a year and half (over 500 child-sessions), observed a group of children with autism, PDD, Asperger's syndrome, Down's syndrome, and other developmental disorders; Recorded live interactions between Keepon and the children from the perspective of Keepon Child seen from Keepon's eyes Kozima, H.; Nakagawa, C.; Yasuda, Y.; Interactive robots for communication-care: a case-study in autism therapy Robot and Human Interactive Communication, 2005. ROMAN 2005. IEEE International Workshop on 3-15 Aug. 2005 Page(s):341 - 346 A.G. Billard, Autonomous Robots Class - EDPR/EDIC

  22. Robots for Therapy For more than a year and half (over 500 child-sessions), observed a group of children with autism, PDD, Asperger's syndrome, Down's syndrome, and other developmental disorders; Recorded live interactions between Keepon and the children from the perspective of Keepon In the longitudinal observations, the children showed various actions in relation to Keepon. Sometimes they showed vivid facial expressions that even their parents had not seen before. They also showed prosocial actions like trying to feed Keepon, putting on a cap on its head, and kissing it. Kozima, H.; Nakagawa, C.; Yasuda, Y.; Interactive robots for communication-care: a case-study in autism therapy Robot and Human Interactive Communication, 2005. ROMAN 2005. IEEE International Workshop on 3-15 Aug. 2005 Page(s):341 - 346 A.G. Billard, Autonomous Robots Class - EDPR/EDIC

  23. Robots for Therapy Keepon elicited curiosity in children showing difficulty in interpersonal communication (especially, those with autism and PDD); its small size seem to elicit a sense of security. Some of the children extended their dyadic interaction with Keepon into triadic inter-personal interaction, where they tried to share with others the pleasure and surprise they found in Keepon. Each child showed a different style of interaction that changed over time; this provides information on the child’s personality and developmental profile, that is not thoroughly explained by a diagnostic label such as autism.. Interactive robots for communication-care: a case-study in autism therapyKozima, H.; Nakagawa, C.; Yasuda, Y.;Robot and Human Interactive Communication, 2005. ROMAN 2005. IEEE International Workshop on13-15 Aug. 2005 Page(s):341 - 346 A.G. Billard, Autonomous Robots Class - EDPR/EDIC

  24. SUMMARY • Promising results have been achieved in the use of toy-like robots for therapy with autistic children, sick children and with elderly people. • More studies need to be conducted to determine the level of acceptability of these toys by a large population; • Most of these toys are full-fledged prototypes ready to be commercialized. • Next step is to move to bigger robots, for use with normal adults in our everyday life. A.G. Billard, Autonomous Robots Class - EDPR/EDIC

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