http://lasa.epfl.ch a.g. billard, autonomous robots class - edpr/edic doctoral school – robotics...

A.G. Billard, Autonomous Robots Class - EDPR/EDIC http://lasa.epfl.ch

Doctoral School – Robotics ProgramAutonomous Robots Class

Human-Robot InteractionRobots in education, therapy and rehabilitation

Aude G Billard

Learning Algorithms and Systems Laboratory - LASAEPFL, Swiss Federal Institute of Technology

Lausanne, Switzerland

[email protected]


Overview of the Class

9h15-12h001. Interfaces and interaction modalities

• non-verbal cues and expressiveness in interactions: gesture, posture, social spaces and facial expressions

2. User-centred design of social robots: humanoids, androids, etc. • motivations and emotions in robots • social intelligence for robots

3. Social learning and skill acquisition via teaching and imitation

14h15-17h00:4. Robots in education, therapy and rehabilitation 5. Evaluation methods and methodologies for HRI research 6. Ethical issues in human-robot interaction research


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

Robots in education, therapy and rehabilitation


Robots in Therapy

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

• Use for the disabled (autistic children, paraplegics, etc)• Use for the elderly


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.


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.


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 thechildren 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.

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.


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.

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.


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 )

Robota: A test of understanding self- agency Collaboration with Prof. Jaqueline NadelHopital de la Salpetriere, Paris, France

Robots for Therapy


The educator demonstratesThe imitation game

The autistic child is let free toplay with the robot

A tool to test the imitation capabilities of autistic children

Collaboration with Prof. Jaqueline NadelHopital de la Salpetriere, Paris, France

Robots for Therapy

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.


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.

Would the human-appearance affect the child’s interaction with the robot?

A tool to test and train the interactivity of autistic children

Children are much more responsive toward non-human looking doll

Robots for Therapy



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.

Robots for Therapy



Collaboration with Prof. Kerstin Dautenhahn,University of Hertfordshire, London, UK

Robot as a mediator, an object of joint attention

Robins, B et al. (2004) London: Springer Verlag, 225-236.

Robots for Therapy


Eye-Gaze levels of all children

AndyDon

Billy

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Extension StudyGaze - All Children

doll

plain

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Week 2

Appearance:

Robins, B., Dautenhahn, K., te Boekhorst, R. Billard, A. Springer Verlag, 2004.


Robots for Therapy


ROBOTA at the Museum

French National Science Museum , « La Cite de l’Espace », Paris,

November 2001 – January 2003

Robots for Education



French National Science Museum, Toulouse, May 2004 – December 2006

Fondation Verdan, Lausanne, November 2004-March 2006




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 »



Expressive Body Movements

Keepon (Kozima’s group, CRL, Japan): Very simple but powerful design to convey joint attention and turn taking behavior


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.

Expressive Body Movements


Progressive exploration by a 2-year old child

Robots for Therapy

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



• 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

Robots for Therapy

Child seen from Keepon's eyes



• 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

Robots for Therapy

• 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.


• 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

Robots for Therapy


• 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.

SUMMARY

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