Wolmet Barendregt

Towards Empathic Virtual and Robotic Tutors

Building on existing work on artificial tutors with human-like capabilities, we describe the EMOTE project approach to harnessing benefits of an artificial embodied tutor in a shared physical space. Embodied in robotic platforms or through virtual agents, EMOTE aims to capture some of the empathic and human elements characterising a traditional teacher. As such, empathy and engagement, abilities key to influencing student learning, are at the core of the EMOTE approach. We present non-verbal and adaptive dialogue challenges for such embodied tutors as a foundation for researchers investigating the potential for empathic tutors that will be accepted by students and teachers.

The influence of the level of free-choice learning activities on the use of an educational computer game

Employing a mixed-method explorative approach, this study examined the in situ use of and opinions about an educational computer game for learning English introduced in three schools offering different levels of freedom to choose school activities. The results indicated that the general behaviour of the children with the game was very different for each of the schools while there were no significant differences in subjective opinions or previous computer game experience as measured with a questionnaire. The gaming records and interviews informed that children do enjoy playing the game in comparison with other formal learning activities, but appreciate it less as a leisure-time activity. Furthermore it appears that children used to teacher-initiated activities tend to depend on their teachers directions for how and when to play. The study highlights the level of choice as one of the important aspects to consider when introducing a game in the classroom. The study also points out some suggestions for the design of educational games, such as providing communication possibilities between players and integrating fast-paced motor-skill based games with learning content in a meaningful way.

Development and evaluation of Fingu: a mathematics iPad game using multi-touch interaction

We describe the design background of the mathematics game Fingu for iPad aimed at 4 to 8 year old children. We first describe how Fingu theoretically can support childrens development of fundamental arithmetic skills, focusing on conceptual subitizing, the embodiment of numerosity, and finger gnosis. Then we present the results of an exploratory micro-longitudinal study of the game with 11 5- and 6-year old children playing the game for several weeks and being filmed at three occasions. We discuss how their behavior with the game develops over time and can be related to the development of arithmetic skills. Finally we discuss how we will proceed testing the effectiveness of Fingu in a larger controlled study.

Designing technology for and with developmentally diverse children: a systematic literature review

This paper presents the results of a systematic literature review of research papers on the involvement of developmentally diverse children in design. The review shows that there is a growing tendency to include developmentally diverse children in the design process. Compared to other groups of developmentally diverse children, children with high-functioning autism between 8 and 12 years old are the ones that are most often actively involved in the design process. Other groups of children often have a more passive role, being observed, both in the requirements, design and evaluation phase. Working with mixed groups of children, either children with different disabilities, or typically developing children together with developmentally diverse children, also occurs more seldom. Compared to design with typically developing children, adults are involved more intensively in the design, either as users, proxies, experts and/or facilitators. Specific guidelines for how to prepare and perform design sessions with developmentally diverse children often emphasize the need for a coherence of activities, a clear structure in the sessions, verbal as well as textual explanations, and the active participation of caregivers, teachers and therapists. Based on these findings we give several suggestions for further research.

Towards empathic artificial tutors

In this paper we discuss how the EMOTE project will design, develop and evaluate a new generation of artificial embodied tutors that have perceptive capabilities to engage in empathic interactions with learners in a shared physical space.

Predicting effectiveness of children participants in user testing based on personality characteristics

This paper describes an experiment to determine which personality characteristics can be used to predict whether a child will make an effective participant in a user test, both in terms of the number of identified problems and the percentage of verbalised problems. Participant selection based on this knowledge can make user testing with young children more effective. The study shows that the personality characteristic Curiosity influences the number of identified problems; a combination of the personality characteristics Friendliness and Extraversion influences the percentage of verbalised problems. Furthermore, the study shows that selection of children based on these criteria does not lead to finding an unrepresentative sample of the products problems.

Legitimate Participation in the Classroom Context: Adding Learning Goals to Participatory Design

In this paper we examine the challenges of introducing learning goals in Participatory Design (PD) activities in a school context. In order to increase the transparency of mutual learning in accordance with traditional PD values, we argue that learning through design approaches can inspire us to actively formulate learning goals, stage activities and include reflection as an integral part in the PD activity in order to meet those learning goals. We tested this approach in several master student projects, where the students were required to involve children in schools in the design of a technology. Our data analysis is based on their written reports as well as a specific exam question. We found that defining good learning goals was hard, but useful, especially when designing and discussing informed consent forms with teachers. Staging activities in order to meet the learning goals was possible, although learning goals were sometimes derived from the activities. Finally, incorporating moments of reflection for children was still difficult for our students because they felt pressed for time. We present some of the advantages and problems so that practitioners can consider the added value of this approach.

Empathic robotic tutors for personalised learning : A multidisciplinary approach

Within any learning process, the formation of a socio-emotional relationship between learner and teacher is paramount to facilitating a good learning experience. The ability to form this relationship may come naturally to an attentive teacher; but how do we endow an unemotional robot with this ability? In this paper, we extend upon insights from the literature to include tools from user-centered design (UCD) and analyses of human-human interaction (HHI) as the basis of a multidisciplinary approach in the development of an empathic robotic tutor. We discuss the lessons learned in respect to design principles with the aim of personalised learning with empathic robotic tutors.

Being Explicit about Underlying Values, Assumptions and Views when Designing for Children in the IDC Community

When designing technologies for children, designers and researchers often implicitly or explicitly incorporate an interpretation of what a child is, how children learn, or how they play etc. in their design process. However, if these assumptions are not communicated explicitly, discussions among researchers and designers can become difficult because they are not based on the same premises. It is important for the IDC community to be explicit about what assumptions are being made about children and how technology can support their life, so we can develop better quality argumentations about our work.

Epistemic action: A measure for cognitive support in tangible user interfaces?

The quality of user interfaces is often measured in terms of efficiency, effectiveness, and satisfaction. In the area of tangible user interfaces, epistemic—or exploratory—action has been suggested as a fourth measure of quality. In computer game studies (Kirsh & Maglio, 1992, 1994), players used epistemic actions to modify the environment, which helped them determine the correct position of blocks with less mental effort. There, the researchers found that it might be easier to physically modify the external world and then interpret it than to compute and interpret a new state mentally. Specifically, epistemic action may be a relevant concept when researching tangible user interfaces incorporating physical handles. This article examines the potential relations between the three traditional measures of usability and epistemic actions using three spatial planning tools with different degrees of physicality. The results indicate that epistemic action is a measure that is independent of the three traditional usability measures: efficiency, effectiveness, and satisfaction. However, epistemic action does not increase linearly with the physicality of a user interface, and it probably is a more complex measure that is also related to the reusability of the interface. Further research is needed to fully understand the potential of this measure.