How does life experience influence teaching a contingent robot?

Katrin S. Lohan; Gnanathusharan Rajendran

doi:10.1109/DEVLRN.2014.6982974

How does life experience influence teaching a contingent robot?

Katrin S. Lohan, Gnanathusharan Rajendran

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

Abstract

The aim of this paper is to support the idea that not only the robots behaviours, but also development/experience of the participant matters, when teaching a robot. The results presented encourage us to look more closer in the interplay between teacher and learners perspective to create the robots behaviour for a natural interaction. The results, therefore, provide both insights into individual differences in human behaviour-through developmental theory [5]-as well how we might build better robots for human computer interaction.

Original language	English
Title of host publication	IEEE ICDL-EPIROB 2014 - 4th Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics
Publisher	IEEE
Pages	163-164
Number of pages	2
ISBN (Print)	9781479975402
DOIs	https://doi.org/10.1109/DEVLRN.2014.6982974
Publication status	Published - 1 Jan 2014
Event	4th Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics 2014 - Genoa, United Kingdom Duration: 13 Oct 2014 → 16 Oct 2014

Conference

Conference	4th Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics 2014
Abbreviated title	IEEE ICDL-EPIROB 2014
Country/Territory	United Kingdom
City	Genoa
Period	13/10/14 → 16/10/14

ASJC Scopus subject areas

Artificial Intelligence
Computer Science Applications
Computer Vision and Pattern Recognition

Access to Document

10.1109/DEVLRN.2014.6982974

Cite this

@inproceedings{c7e265bc34f14c3aa3e6e1bde66ef124,

title = "How does life experience influence teaching a contingent robot?",

abstract = "The aim of this paper is to support the idea that not only the robots behaviours, but also development/experience of the participant matters, when teaching a robot. The results presented encourage us to look more closer in the interplay between teacher and learners perspective to create the robots behaviour for a natural interaction. The results, therefore, provide both insights into individual differences in human behaviour-through developmental theory [5]-as well how we might build better robots for human computer interaction.",

author = "Lohan, {Katrin S.} and Gnanathusharan Rajendran",

year = "2014",

month = jan,

day = "1",

doi = "10.1109/DEVLRN.2014.6982974",

language = "English",

isbn = "9781479975402",

pages = "163--164",

booktitle = "IEEE ICDL-EPIROB 2014 - 4th Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics",

publisher = "IEEE",

address = "United States",

note = "4th Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics 2014, IEEE ICDL-EPIROB 2014 ; Conference date: 13-10-2014 Through 16-10-2014",

}

Lohan, KS & Rajendran, G 2014, How does life experience influence teaching a contingent robot? in IEEE ICDL-EPIROB 2014 - 4th Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics., 6982974, IEEE, pp. 163-164, 4th Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics 2014, Genoa, United Kingdom, 13/10/14. https://doi.org/10.1109/DEVLRN.2014.6982974