ORCID Profile
0000-0001-9118-0454
Current Organisation
University of Melbourne
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Adaptive Agents and Intelligent Robotics | Information Systems | Computer-Human Interaction
Health Related to Ageing | Health and Support Services not elsewhere classified | Expanding Knowledge in Technology |
Publisher: IEEE
Date: 07-03-2022
Publisher: IEEE
Date: 10-2019
Publisher: Frontiers Media SA
Date: 03-04-2020
Publisher: Elsevier BV
Date: 11-2020
Publisher: Springer International Publishing
Date: 2023
Publisher: Springer International Publishing
Date: 07-08-2019
Publisher: ACM
Date: 19-06-2018
Publisher: IEEE
Date: 10-2019
Publisher: Frontiers Media SA
Date: 23-02-2021
DOI: 10.3389/FPSYT.2021.596055
Abstract: Writing disorders are frequent and impairing. However, social robots may help to improve children's motivation and to propose enjoyable and tailored activities. Here, we have used the Co-writer scenario in which a child is asked to teach a robot how to write via demonstration on a tablet, combined with a series of games we developed to train specifically pressure, tilt, speed, and letter liaison controls. This setup was proposed to a 10-year-old boy with a complex neurodevelopmental disorder combining phonological disorder, attention deficit/hyperactivity disorder, dyslexia, and developmental coordination disorder with severe dysgraphia. Writing impairments were severe and limited his participation in classroom activities despite 2 years of specific support in school and professional speech and motor remediation. We implemented the setup during his occupational therapy for 20 consecutive weekly sessions. We found that his motivation was restored avoidance behaviors disappeared both during sessions and at school handwriting quality and posture improved dramatically. In conclusion, treating dysgraphia using child–robot interaction is feasible and improves writing. Larger clinical studies are required to confirm that children with dysgraphia could benefit from this setup.
Publisher: arXiv
Date: 2015
Publisher: Springer International Publishing
Date: 2019
Publisher: Routledge
Date: 14-07-2023
Publisher: ACM
Date: 09-11-2021
Publisher: ACM
Date: 02-03-2015
Publisher: arXiv
Date: 2019
Publisher: Springer Science and Business Media LLC
Date: 16-06-2020
Publisher: IEEE
Date: 08-2017
Publisher: Frontiers Media SA
Date: 19-11-2021
DOI: 10.3389/FROBT.2021.744526
Abstract: The evolving field of human-robot interaction (HRI) necessitates that we better understand how social robots operate and interact with humans. This scoping review provides an overview of about 300 research works focusing on the use of the NAO robot from 2010 to 2020. This study presents one of the most extensive and inclusive pieces of evidence on the deployment of the humanoid NAO robot and its global reach. Unlike most reviews, we provide both qualitative and quantitative results regarding how NAO is being used and what has been achieved so far. We analyzed a wide range of theoretical, empirical, and technical contributions that provide multidimensional insights, such as general trends in terms of application, the robot capabilities, its input and output modalities of communication, and the human-robot interaction experiments that featured NAO (e.g. number and roles of participants, design, and the length of interaction). Lastly, we derive from the review some research gaps in current state-of-the-art and provide suggestions for the design of the next generation of social robots.
Publisher: Springer Science and Business Media LLC
Date: 31-08-2018
DOI: 10.1038/S41746-018-0049-X
Abstract: The academic and behavioral progress of children is associated with the timely development of reading and writing skills. Dysgraphia, characterized as a handwriting learning disability, is usually associated with dyslexia, developmental coordination disorder (dyspraxia), or attention deficit disorder, which are all neuro-developmental disorders. Dysgraphia can seriously impair children in their everyday life and require therapeutic care. Early detection of handwriting difficulties is, therefore, of great importance in pediatrics. Since the beginning of the 20th century, numerous handwriting scales have been developed to assess the quality of handwriting. However, these tests usually involve an expert investigating visually sentences written by a subject on paper, and, therefore, they are subjective, expensive, and scale poorly. Moreover, they ignore potentially important characteristics of motor control such as writing dynamics, pen pressure, or pen tilt. However, with the increasing availability of digital tablets, features to measure these ignored characteristics are now potentially available at scale and very low cost. In this work, we developed a diagnostic tool requiring only a commodity tablet. To this end, we modeled data of 298 children, including 56 with dysgraphia. Children performed the BHK test on a digital tablet covered with a sheet of paper. We extracted 53 handwriting features describing various aspects of handwriting, and used the Random Forest classifier to diagnose dysgraphia. Our method achieved 96.6% sensibility and 99.2% specificity. Given the intra-rater and inter-rater levels of agreement in the BHK test, our technique has comparable accuracy for experts and can be deployed directly as a diagnostics tool.
Publisher: IEEE
Date: 07-03-2022
Publisher: Frontiers Media SA
Date: 07-10-2020
Publisher: ACM
Date: 06-03-2017
Publisher: IEEE
Date: 08-2014
Publisher: Frontiers Media SA
Date: 21-10-2022
Publisher: IEEE
Date: 10-2016
Publisher: IEEE
Date: 11-2014
Publisher: ACM
Date: 26-02-2018
Publisher: arXiv
Date: 2016
Publisher: Frontiers Media SA
Date: 25-08-2022
DOI: 10.3389/FROBT.2022.666736
Abstract: Education is one of the major application fields in social Human-Robot Interaction. Several forms of social robots have been explored to engage and assist students in the classroom environment, from full-bodied humanoid robots to tabletop robot companions, but flying robots have been left unexplored in this context. In this paper, we present seven online remote workshops conducted with 20 participants to investigate the application area of Education in the Human-Drone Interaction domain particularly focusing on what roles a social drone could fulfill in a classroom, how it would interact with students, teachers and its environment, what it could look like, and what would specifically differ from other types of social robots used in education. In the workshops we used online collaboration tools, supported by a sketch artist, to help envision a social drone in a classroom. The results revealed several design implications for the roles and capabilities of a social drone, in addition to promising research directions for the development and design in the novel area of drones in education.
Publisher: IEEE
Date: 07-2019
Publisher: Springer International Publishing
Date: 2020
Publisher: ACM
Date: 13-03-2023
Publisher: Elsevier BV
Date: 03-2022
Publisher: IATED
Date: 03-2020
Publisher: IEEE
Date: 06-2019
Publisher: ACM
Date: 05-12-2022
Publisher: Frontiers Media SA
Date: 06-03-2020
Publisher: IEEE
Date: 07-03-2022
Publisher: Elsevier BV
Date: 2016
Publisher: Elsevier BV
Date: 07-2022
Publisher: arXiv
Date: 2018
Publisher: ACM
Date: 08-03-2021
Publisher: Springer International Publishing
Date: 2020
Publisher: ACM
Date: 26-10-2020
Publisher: ACM
Date: 02-03-2015
Publisher: ACM
Date: 08-10-2022
Publisher: Springer Science and Business Media LLC
Date: 06-2018
Publisher: ACM
Date: 26-04-2014
Publisher: Springer International Publishing
Date: 2015
Publisher: ACM
Date: 09-11-2015
Publisher: Springer Science and Business Media LLC
Date: 09-05-2019
Publisher: IEEE
Date: 08-2016
Publisher: IEEE
Date: 09-2019
Publisher: IEEE
Date: 07-03-2022
Publisher: Springer International Publishing
Date: 2016
Publisher: IEEE
Date: 08-2020
Publisher: Elsevier BV
Date: 11-2022
Publisher: ACM
Date: 23-03-2020
Publisher: IEEE
Date: 10-2019
Publisher: Springer Science and Business Media LLC
Date: 23-02-2021
DOI: 10.1038/S41539-021-00084-W
Abstract: Do handwriting skills transfer when a child writes in two different scripts, such as the Latin and Cyrillic alphabets? Are our measures of handwriting skills intrinsically bound to one alphabet or will a child who faces handwriting difficulties in one script experience similar difficulties in the other script? To answer these questions, 190 children from grades 1–4 were asked to copy a short text using both the Cyrillic and Latin alphabets on a digital tablet. A recent change of policy in Kazakhstan gave us an opportunity to measure transfer, as the Latin-based Kazakh alphabet has not yet been introduced. Therefore, pupils in grade 1 had a 6-months experience in Cyrillic, and pupils in grades 2, 3, and 4 had 1.5, 2.5, and 3.5 years of experience in Cyrillic, respectively. This unique situation created a quasi-experimental situation that allowed us to measure the influence of the number of years spent practicing Cyrillic on the quality of handwriting in the Latin alphabet. The results showed that some of the differences between the two scripts were constant across all grades. These differences thus reflect the intrinsic differences in the handwriting dynamics between the two alphabets. For instance, several features related to the pen pressure on the tablet are quite different. Other features, however, revealed decreasing differences between the two scripts across grades. While we found that the quality of Cyrillic writing increased from grades 1–4, due to increased practice, we also found that the quality of the Latin writing increased as well, despite the fact that all of the pupils had the same absence of experience in writing in Latin. We can therefore interpret this improvement in Latin script as an indicator of the transfer of fine motor control skills from Cyrillic to Latin. This result is especially surprising given that one could instead hypothesize a negative transfer, i.e., that the finger controls automated for one alphabet would interfere with those required by the other alphabet. One interesting side-effect of these findings is that the algorithms that we developed for the diagnosis of handwriting difficulties among French-speaking children could be relevant for other alphabets, paving the way for the creation of a cross-lingual model for the detection of handwriting difficulties.
Publisher: IEEE
Date: 03-2019
Publisher: ACM
Date: 08-03-2021
Publisher: SAGE Publications
Date: 09-2016
Abstract: This paper presents the first cross-continental collaborative robotic event based around education. It was entitled R2T2 and it involved more than 100 children from Europe and Africa. Based on remote programming, video streaming feedback, and a scenario of collaborative space rescue, R2T2 focused on pedagogical elements that are fundamentally different than those characterizing classic robotic competitions. The value of these educational actions is shown through the results of a survey conducted among the participants the working methodologies by the African students were significantly enhanced and there was a broad inclusion in general, despite the fact that some gender issues lingered. This paper’s contribution is to demonstrate an approach to implementing a north-south collaboration to get school students excited about robotics and the problem-solving skills required in engineering.
Publisher: IEEE
Date: 10-2019
Publisher: Public Library of Science (PLoS)
Date: 11-09-2020
Publisher: ACM
Date: 02-05-2017
Publisher: Association for Computing Machinery (ACM)
Date: 08-08-2019
DOI: 10.1145/3338809
Abstract: In this article, we present a multi-level time scales framework for the analysis of human-robot interaction (HRI). Such a framework allows HRI scientists to model the inter-relation between measures and factors of an experiment. Our final goal with the introduction of this framework is to unify scientific practice in the HRI community for better reproducibility. Our new approach transposes Newell’s framework of human actions to model human-robot interaction. Measures from the interaction are sorted into categories (time scales) corresponding to the temporal constraints proposed by Newell. According to this sorting, a bottom-up or top-down analysis can then be performed to correlate variables which allows a better understanding and explanation of the interaction. The utilization of our method within two experimental use cases is then presented. The first one, a child-robot interaction, involves two robots and one child playing a memory game. The second is based on an analysis of the PInSoRo dataset, involving 30 child-robot pairs in a freeplay interaction. Finally, we introduce clear guidelines to re-use the framework.
Publisher: ACM
Date: 19-06-2018
Start Date: 10-2021
End Date: 12-2024
Amount: $344,896.00
Funder: Australian Research Council
View Funded Activity