PRE2019 3 Group8
Subject
A study buddy that helps scholars to concentrate and motivate during their study sessions.
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.
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
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
Introduction
Problem statement
Objectives
Users
State-of-the-Art
1. Ahmad, M. I., Mubin, O., Shahid, S., & Orlando, J. (2017). Emotion and memory model for a robotic tutor in a learning environment.
- A robot tried to teach children vocabulary, while the children were playing snake. The robot was either giving positive, negative or neutral feedback. The result of the positive feedback had a significant effect compared to the other two in addition the robots helped to learn the children learn vocabulary.
2. Ahmad, M. I., Mubin, O., & Orlando, J. (2016). Understanding behaviours and roles for social and adaptive robots in education: Teacher’s perspective.
- The purpose of this study is to not only understand teacher's opinion on the existing effective social behaviours and roles but also to understand novel behaviours that can positively influence children performance in a language learning setting.
3. 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.
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. Edwards, A; Edwards, C; Spence, P; Harris, C; Gambino, A (2016), Robots in the classroom: Differences in students’ perceptions of credibility and learning between “teacher as robot” and “robot as teacher”, in Computers in Human Behavior, https://doi.org/10.1016/j.chb.2016.06.005
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6. E.Hyun ; H.Yoon ; S. Son (2010) Relationships between user experiences and children's perceptions of the education robot.
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7. 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.
- For the system used in this paper a multimodal system for predicting and modeling some of the children’s affective states is currently being trained using a corpus. With this model a personalised learning experience by adapting the robot’s empathy to the needs of the child is modeled.
8. 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.
- The social robot Arash is for educational and therapeutic involvement in a pediatric hospital to entertain, assist and educate cancer patients. Two experiments were done to evaluate the acceptance and involvement of the robot, the obtained results confirm high engagement and interest of pediatric cancer patients with the constructed robot.
9. Robins, B.; Dautenhahn, K; Te Boekhorst, R. & Billard, A. (2005); Robotic assistants in therapy and education of children with autism: can a small humanoid robot help encourage social interaction skills? In Universal Access in the Information Society
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10. 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.
11. Stephens, H., & Jairrels, V. (2003). Weekend Study Buddies: Using Portable Learning Centers.
- The use of the study buddy may encourage parents to be more involved and if the children enjoy the study buddy at school it may extend that enjoyment at home.The student buddy may serve as an additional tool for individualizing instruction and enhancing the achievement for all students.
12. 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.
13.Verner, I; Polishuk, A; Krayner, N (2016), Science Class with RoboThespian: Using a Robot Teacher to Make Science Fun and Engage Students, in IEEE Robotics & Automation Magazine (Volume: 23, Issue: 2, June 2016)
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14. 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.
15. 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.