PRE2019 3 Group8
Abstract
Our ideas are:
- a study buddy to help you motivate and/or concentrate
- an app to reserve a seat in the train
- an app to see which seats are used in TU/e buildings.
Each group has plan ready after Week 1, Plan contains:
- subject,
- objectives,
- users,
- state-of-the-art,
- approach,
- planning,
- milestones,
- deliverables,
- who will do what
Group Members
| Name | Study | Student ID |
|---|---|---|
| Teis Arets | Psychology & Technology | 1261991 |
| Tom Bergmans | Psychology & Technology and Electrical Engineering | 1253565 |
| Nynke Boonstra | Psychology & Technology | 1251155 |
| Bob Hofstede | Psychology & Technology | 0950282 |
| Emile Merle | Computer Science | 1244746 |
Planning
The planning is EMPTY
Introduction
Considering that our plan and idea is
State-of-the-Art
1. Andrews, J. and Clark, R. (2011). Peer mentoring works! Birmingham: Aston University.
- This report draws on the findings of a three year study into peer mentoring conducted at 6 Higher Education Institutions (HEIs). The research findings provide empirical evidence that peer mentoring works.
2. Ahmad, M. I., Mubin, O., Shahid, S., & Orlando, J. (2017). Emotion and memory model for a robotic tutor in a learning environment.
- ....
3. Ahmad, M. I., Mubin, O., & Orlando, J. (2016). Understanding behaviours and roles for social and adaptive robots in education: Teacher’s perspective.
- ....
4. Arnold, L., Lee, K.J., & Yip, J.C. (2016) Co-designing with children: An approach to social robot design.
- The study let children co-design during their process of making a Friend Robot. It turns out that including children in the design process is a way to gain unique insights. Several of the children said that they would want their friend robot to be small and portable.
5. E.Hyun ; H.Yoon ; S. Son (2010) Relationships between user experiences and children's perceptions of the education robot.
- ....
6. Leite, I., Pereira, A., Castellano, G., Mascarenhas, S., Martinho, C., & Paiva, A. (2011, June). Social robots in learning environments: a case study of an empathic chess companion.
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7. Meghdari, A., Shariati, A., Alemi, M., Vossoughi, G. R., Eydi, A., Ahmadi, E., Tahami, R. (2018). Arash: A social robot buddy to support children with cancer in a hospital environment.
- ....
8. Shahid, S., Krahmer, E., & Swerts, M. (2014). Child–robot interaction across cultures: How does playing a game with a social robot compare to playing a game alone or with a friend?
- This study let children interact with social robots. The children played games with iCat, it turns out that the children prefer playing with iCat above playing alone. However, the children do even more prefer playing with friends.
9. Stephens, H., & Jairrels, V. (2003). Weekend Study Buddies: Using Portable Learning Centers.
- ......
10. Thalluri, J., O'Flaherty, J.A., & Shepherd, P.L., (2014). Classmate peer-coaching: "A Study Buddy Support scheme".
- The study investigated the effects of a human study buddy. The students with a study buddy scored higher on a test compared to the ones without.
11. Werry, I. Dautenhahn, K. (1999) Applying Mobile Robot Technology to the Rehabilitation of Autistic children.
- The paper discusses the background and major motivations which are driving the AuRoRA--(Autonomous Robotic platform as a Remedial tool for children with Autism) research project.In conclusion, robots can make a valid contribution in the process of rehabilitation and have the potential to make a contribution in the area of autism.
12. Werry, I., Dautenhahn, K., Harwin, W. (2001) Investigating a Robot as a Therapy Partner for Children with Autism.
- The aurora project is investigating the possibility of using a robotic platform as a therapy aid for children with autism. The results thus far are encouraging in that they indicate that the children not only enjoy interacting and playing with the robot at various levels, but that they focus attention on the robot for longer than the toy truck. The children seem able to form very simple bonds with the robot and even to understand the basic interactions involved.