TY - GEN
T1 - Effects of different kinds of robot feedback
AU - Fischer, Kerstin
AU - Lohan, Katrin S.
AU - Nehaniv, Chrystopher
AU - Lehmann, Hagen
PY - 2013
Y1 - 2013
N2 - In this paper, we investigate to what extent tutors' behavior is influenced by different kinds of robot feedback. In particular, we study the effects of online robot feedback in which the robot responds either contingently to the tutor's social behavior or by tracking the objects presented. Also, we investigate the impact of the robot's learning success on tutors' tutoring strategies. Our results show that only in the condition in which the robot's behavior is socially contingent, the human tutors adjust their behavior to the robot. In the developmentally equally plausible object-driven condition, in which the robot tracked the objects presented, tutors do not change their behavior significantly, even though in both conditions the robot develops from a prelinguistic stage to producing keywords. Socially contingent robot feedback has thus the potential to influence tutors' behavior over time. Display of learning outcomes, in contrast, only serves as feedback on robot capabilities when it is coupled with online social feedback.
AB - In this paper, we investigate to what extent tutors' behavior is influenced by different kinds of robot feedback. In particular, we study the effects of online robot feedback in which the robot responds either contingently to the tutor's social behavior or by tracking the objects presented. Also, we investigate the impact of the robot's learning success on tutors' tutoring strategies. Our results show that only in the condition in which the robot's behavior is socially contingent, the human tutors adjust their behavior to the robot. In the developmentally equally plausible object-driven condition, in which the robot tracked the objects presented, tutors do not change their behavior significantly, even though in both conditions the robot develops from a prelinguistic stage to producing keywords. Socially contingent robot feedback has thus the potential to influence tutors' behavior over time. Display of learning outcomes, in contrast, only serves as feedback on robot capabilities when it is coupled with online social feedback.
UR - http://www.scopus.com/inward/record.url?scp=84892387871&partnerID=8YFLogxK
U2 - 10.1007/978-3-319-02675-6_26
DO - 10.1007/978-3-319-02675-6_26
M3 - Conference contribution
AN - SCOPUS:84892387871
SN - 9783319026749
T3 - Lecture Notes in Computer Science
SP - 260
EP - 269
BT - Social Robotics. ICSR 2013
PB - Springer
T2 - 5th International Conference on Social Robotics 2013
Y2 - 27 October 2013 through 29 October 2013
ER -