Better be reactive at the beginning. Implications of the first seconds of an encounter for the tutoring style in human-robot-interaction

K. Pitsch; B. Wrede; K.S. Lohan; K. Rohlfing; J. Saunders; C.L. Nehaniv

doi:10.1109/ROMAN.2012.6343876

Better be reactive at the beginning. Implications of the first seconds of an encounter for the tutoring style in human-robot-interaction

K. Pitsch, B. Wrede, K.S. Lohan, K. Rohlfing, J. Saunders, C.L. Nehaniv

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

14 Citations (Scopus)

Abstract

The paper investigates the effects of a robot's on-line feedback during a tutoring situation with a human tutor. Analysis is based on a study conducted with an iCub robot that autonomously generates its feedback (gaze, pointing gesture) based on the system's perception of the tutor's actions using the idea of reciprocity of actions. Sequential micro-analysis of two opposite cases reveals how the robot's behavior (responsive vs. non-responsive) pro-actively shapes the tutor's conduct and thus co-produces the way in which it is being tutored. A dialogic and a monologic tutoring style are distinguished. The first 20 seconds of an encounter are found to shape the user's perception and expectations of the system's competences and lead to a relatively stable tutoring style even if the robot's reactivity and appropriateness of feedback changes.

Original language	English
Title of host publication	Proceedings - IEEE International Workshop on Robot and Human Interactive Communication
Publisher	Institute of Electrical and Electronics Engineers (IEEE)
Pages	974-981
ISBN (Print)	9781467346054
DOIs	https://doi.org/10.1109/ROMAN.2012.6343876
Publication status	Published - 2012
Event	21st IEEE International Workshop on Robot and Human Interactive Communication (RO-MAN 2012) - Paris, France Duration: 9 Sept 2012 → 13 Sept 2012

Conference

Conference	21st IEEE International Workshop on Robot and Human Interactive Communication (RO-MAN 2012)
Country/Territory	France
City	Paris
Period	9/09/12 → 13/09/12

Access to Document

10.1109/ROMAN.2012.6343876

Cite this

Pitsch, K., Wrede, B., Lohan, K. S., Rohlfing, K., Saunders, J., & Nehaniv, C. L. (2012). Better be reactive at the beginning. Implications of the first seconds of an encounter for the tutoring style in human-robot-interaction. In Proceedings - IEEE International Workshop on Robot and Human Interactive Communication (pp. 974-981). Institute of Electrical and Electronics Engineers (IEEE). https://doi.org/10.1109/ROMAN.2012.6343876

@inproceedings{a66d0ffe8a0543cb96d4691790d10394,

title = "Better be reactive at the beginning. Implications of the first seconds of an encounter for the tutoring style in human-robot-interaction",

abstract = "The paper investigates the effects of a robot's on-line feedback during a tutoring situation with a human tutor. Analysis is based on a study conducted with an iCub robot that autonomously generates its feedback (gaze, pointing gesture) based on the system's perception of the tutor's actions using the idea of reciprocity of actions. Sequential micro-analysis of two opposite cases reveals how the robot's behavior (responsive vs. non-responsive) pro-actively shapes the tutor's conduct and thus co-produces the way in which it is being tutored. A dialogic and a monologic tutoring style are distinguished. The first 20 seconds of an encounter are found to shape the user's perception and expectations of the system's competences and lead to a relatively stable tutoring style even if the robot's reactivity and appropriateness of feedback changes.",

author = "K. Pitsch and B. Wrede and K.S. Lohan and K. Rohlfing and J. Saunders and C.L. Nehaniv",

year = "2012",

doi = "10.1109/ROMAN.2012.6343876",

language = "English",

isbn = "9781467346054",

pages = "974--981",

booktitle = "Proceedings - IEEE International Workshop on Robot and Human Interactive Communication",

publisher = "Institute of Electrical and Electronics Engineers (IEEE)",

address = "United States",

note = "21st IEEE International Workshop on Robot and Human Interactive Communication (RO-MAN 2012) ; Conference date: 09-09-2012 Through 13-09-2012",

}

Pitsch, K, Wrede, B, Lohan, KS, Rohlfing, K, Saunders, J & Nehaniv, CL 2012, Better be reactive at the beginning. Implications of the first seconds of an encounter for the tutoring style in human-robot-interaction. in Proceedings - IEEE International Workshop on Robot and Human Interactive Communication. Institute of Electrical and Electronics Engineers (IEEE), pp. 974-981, 21st IEEE International Workshop on Robot and Human Interactive Communication (RO-MAN 2012), Paris, France, 9/09/12. https://doi.org/10.1109/ROMAN.2012.6343876

Better be reactive at the beginning. Implications of the first seconds of an encounter for the tutoring style in human-robot-interaction. / Pitsch, K.; Wrede, B.; Lohan, K.S. et al.
Proceedings - IEEE International Workshop on Robot and Human Interactive Communication. Institute of Electrical and Electronics Engineers (IEEE), 2012. p. 974-981.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

TY - GEN

T1 - Better be reactive at the beginning. Implications of the first seconds of an encounter for the tutoring style in human-robot-interaction

AU - Pitsch, K.

AU - Wrede, B.

AU - Lohan, K.S.

AU - Rohlfing, K.

AU - Saunders, J.

AU - Nehaniv, C.L.

PY - 2012

Y1 - 2012

N2 - The paper investigates the effects of a robot's on-line feedback during a tutoring situation with a human tutor. Analysis is based on a study conducted with an iCub robot that autonomously generates its feedback (gaze, pointing gesture) based on the system's perception of the tutor's actions using the idea of reciprocity of actions. Sequential micro-analysis of two opposite cases reveals how the robot's behavior (responsive vs. non-responsive) pro-actively shapes the tutor's conduct and thus co-produces the way in which it is being tutored. A dialogic and a monologic tutoring style are distinguished. The first 20 seconds of an encounter are found to shape the user's perception and expectations of the system's competences and lead to a relatively stable tutoring style even if the robot's reactivity and appropriateness of feedback changes.

AB - The paper investigates the effects of a robot's on-line feedback during a tutoring situation with a human tutor. Analysis is based on a study conducted with an iCub robot that autonomously generates its feedback (gaze, pointing gesture) based on the system's perception of the tutor's actions using the idea of reciprocity of actions. Sequential micro-analysis of two opposite cases reveals how the robot's behavior (responsive vs. non-responsive) pro-actively shapes the tutor's conduct and thus co-produces the way in which it is being tutored. A dialogic and a monologic tutoring style are distinguished. The first 20 seconds of an encounter are found to shape the user's perception and expectations of the system's competences and lead to a relatively stable tutoring style even if the robot's reactivity and appropriateness of feedback changes.

U2 - 10.1109/ROMAN.2012.6343876

DO - 10.1109/ROMAN.2012.6343876

M3 - Conference contribution

AN - SCOPUS:84870777031

SN - 9781467346054

SP - 974

EP - 981

BT - Proceedings - IEEE International Workshop on Robot and Human Interactive Communication

PB - Institute of Electrical and Electronics Engineers (IEEE)

T2 - 21st IEEE International Workshop on Robot and Human Interactive Communication (RO-MAN 2012)

Y2 - 9 September 2012 through 13 September 2012

ER -

Pitsch K, Wrede B, Lohan KS, Rohlfing K, Saunders J, Nehaniv CL. Better be reactive at the beginning. Implications of the first seconds of an encounter for the tutoring style in human-robot-interaction. In Proceedings - IEEE International Workshop on Robot and Human Interactive Communication. Institute of Electrical and Electronics Engineers (IEEE). 2012. p. 974-981 doi: 10.1109/ROMAN.2012.6343876

Better be reactive at the beginning. Implications of the first seconds of an encounter for the tutoring style in human-robot-interaction

Abstract

Conference

Access to Document

Fingerprint

Cite this