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. In Proceedings of the Seventh ISCA workshop on Speech and Language Technology in Education (pp. 25-26).
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3. Ahmad, M. I., Mubin, O., & Orlando, J. (2016). Understanding behaviours and roles for social and adaptive robots in education: Teacher’s perspective. HAI 2016 - Proceedings of the 4th International Conference on Human Agent Interaction, 297–304. https://doi.org/10.1145/2974804.2974829
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4. Arnold, L., Lee, K.J., & Yip, J.C. (2016) Co-designing with children: An approach to social robot design.
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5. E.Hyun ; H.Yoon ; S. Son (2010) Relationships between user experiences and children's perceptions of the education robot. In 2010 5th ACM/IEEE International Conference on Human-Robot Interaction (HRI)
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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. In Proceedings of the International Workshop on Personalization Approaches in Learning Environments (Vol. 732, pp. 8-12).
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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. Proceedings of the Institution of Mechanical Engineers, Part H: Journal of Engineering in Medicine, 232(6), 605–618. https://doi.org/10.1177/0954411918777520
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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?
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9. Stephens, H., & Jairrels, V. (2003). Weekend Study Buddies: Using Portable Learning Centers. TEACHING Exceptional Children, 35(3), 36–39. https://doi.org/10.1177/004005990303500305
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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.
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12. Werry, I., Dautenhahn, K., Harwin, W. (2001) Investigating a Robot as a Therapy Partner for Children with Autism.
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