---
_id: '49516'
abstract:
- lang: eng
text: In this article, we present RISE—a Robotics
Integration and Scenario-Management
Extensible-Architecture—for designing human–robot dialogs
and conducting Human–Robot Interaction (HRI) studies.
In current HRI research, interdisciplinarity in the creation and implementation
of interaction studies is becoming increasingly important. In addition, there
is a lack of reproducibility of the research results. With the presented open-source
architecture, we aim to address these two topics. Therefore, we discuss the advantages
and disadvantages of various existing tools from different sub-fields within robotics.
Requirements for an architecture can be derived from this overview of the literature,
which 1) supports interdisciplinary research, 2) allows reproducibility of the
research, and 3) is accessible to other researchers in the field of HRI. With
our architecture, we tackle these requirements by providing a Graphical
User Interface which explains the robot behavior and allows introspection
into the current state of the dialog. Additionally, it offers controlling possibilities
to easily conduct Wizard of Oz studies. To achieve
transparency, the dialog is modeled explicitly, and the robot behavior can be
configured. Furthermore, the modular architecture offers an interface for external
features and sensors and is expandable to new robots and modalities.
article_type: original
author:
- first_name: André
full_name: Groß, André
last_name: Groß
- first_name: Christian
full_name: Schütze, Christian
last_name: Schütze
- first_name: Mara
full_name: Brandt, Mara
last_name: Brandt
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Birte
full_name: Richter, Birte
last_name: Richter
citation:
ama: 'Groß A, Schütze C, Brandt M, Wrede B, Richter B. RISE: an open-source architecture
for interdisciplinary and reproducible human–robot interaction research. Frontiers
in Robotics and AI. 2023;10. doi:10.3389/frobt.2023.1245501'
apa: 'Groß, A., Schütze, C., Brandt, M., Wrede, B., & Richter, B. (2023). RISE:
an open-source architecture for interdisciplinary and reproducible human–robot
interaction research. Frontiers in Robotics and AI, 10. https://doi.org/10.3389/frobt.2023.1245501'
bibtex: '@article{Groß_Schütze_Brandt_Wrede_Richter_2023, title={RISE: an open-source
architecture for interdisciplinary and reproducible human–robot interaction research},
volume={10}, DOI={10.3389/frobt.2023.1245501},
journal={Frontiers in Robotics and AI}, publisher={Frontiers Media SA}, author={Groß,
André and Schütze, Christian and Brandt, Mara and Wrede, Britta and Richter, Birte},
year={2023} }'
chicago: 'Groß, André, Christian Schütze, Mara Brandt, Britta Wrede, and Birte Richter.
“RISE: An Open-Source Architecture for Interdisciplinary and Reproducible Human–Robot
Interaction Research.” Frontiers in Robotics and AI 10 (2023). https://doi.org/10.3389/frobt.2023.1245501.'
ieee: 'A. Groß, C. Schütze, M. Brandt, B. Wrede, and B. Richter, “RISE: an open-source
architecture for interdisciplinary and reproducible human–robot interaction research,”
Frontiers in Robotics and AI, vol. 10, 2023, doi: 10.3389/frobt.2023.1245501.'
mla: 'Groß, André, et al. “RISE: An Open-Source Architecture for Interdisciplinary
and Reproducible Human–Robot Interaction Research.” Frontiers in Robotics and
AI, vol. 10, Frontiers Media SA, 2023, doi:10.3389/frobt.2023.1245501.'
short: A. Groß, C. Schütze, M. Brandt, B. Wrede, B. Richter, Frontiers in Robotics
and AI 10 (2023).
date_created: 2023-12-07T09:17:09Z
date_updated: 2023-12-07T12:09:41Z
ddc:
- '000'
doi: 10.3389/frobt.2023.1245501
file:
- access_level: closed
content_type: application/pdf
creator: angross
date_created: 2023-12-07T09:18:55Z
date_updated: 2023-12-07T09:18:55Z
file_id: '49517'
file_name: frobt-10-1245501.pdf
file_size: 40679118
relation: main_file
success: 1
file_date_updated: 2023-12-07T09:18:55Z
has_accepted_license: '1'
intvolume: ' 10'
keyword:
- Artificial Intelligence
- Computer Science Applications
language:
- iso: eng
project:
- _id: '109'
grant_number: '438445824'
name: 'TRR 318: TRR 318 - Erklärbarkeit konstruieren'
- _id: '113'
name: 'TRR 318 - A3: TRR 318 - Subproject A3'
- _id: '115'
grant_number: '438445824'
name: 'TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog
(Teilprojekt A05)'
publication: Frontiers in Robotics and AI
publication_identifier:
issn:
- 2296-9144
publication_status: published
publisher: Frontiers Media SA
status: public
title: 'RISE: an open-source architecture for interdisciplinary and reproducible human–robot
interaction research'
type: journal_article
user_id: '93405'
volume: 10
year: '2023'
...
---
_id: '48678'
abstract:
- lang: eng
text: Explanation has been identified as an important capability for AI-based
systems, but research on systematic strategies for achieving understanding in
interaction with such systems is still sparse. Negation is a linguistic strategy
that is often used in explanations. It creates a contrast space between the affirmed
and the negated item that enriches explaining processes with additional contextual
information. While negation in human speech has been shown to lead to higher processing
costs and worse task performance in terms of recall or action execution when used
in isolation, it can decrease processing costs when used in context. So far, it
has not been considered as a guiding strategy for explanations in human-robot
interaction. We conducted an empirical study to investigate the use of negation
as a guiding strategy in explanatory human-robot dialogue, in which a virtual
robot explains tasks and possible actions to a human explainee to solve them in
terms of gestures on a touchscreen. Our results show that negation vs. affirmation
1) increases processing costs measured as reaction time and 2) increases several
aspects of task performance. While there was no significant effect of negation
on the number of initially correctly executed gestures, we found a significantly
lower number of attempts—measured as breaks in the finger movement data before
the correct gesture was carried out—when being instructed through a negation.
We further found that the gestures significantly resembled the presented prototype
gesture more following an instruction with a negation as opposed to an affirmation.
Also, the participants rated the benefit of contrastive vs. affirmative explanations
significantly higher. Repeating the instructions decreased the effects of negation,
yielding similar processing costs and task performance measures for negation and
affirmation after several iterations. We discuss our results with respect to possible
effects of negation on linguistic processing of explanations and limitations of
our study.
author:
- first_name: André
full_name: Groß, André
last_name: Groß
- first_name: Amit
full_name: Singh, Amit
last_name: Singh
- first_name: Ngoc Chi
full_name: Banh, Ngoc Chi
last_name: Banh
- first_name: Birte
full_name: Richter, Birte
last_name: Richter
- first_name: Ingrid
full_name: Scharlau, Ingrid
last_name: Scharlau
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
last_name: Rohlfing
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: Groß A, Singh A, Banh NC, et al. Scaffolding the human partner by contrastive
guidance in an explanatory human-robot dialogue. Frontiers in Robotics and
AI. 2023;10. doi:10.3389/frobt.2023.1236184
apa: Groß, A., Singh, A., Banh, N. C., Richter, B., Scharlau, I., Rohlfing, K. J.,
& Wrede, B. (2023). Scaffolding the human partner by contrastive guidance
in an explanatory human-robot dialogue. Frontiers in Robotics and AI, 10.
https://doi.org/10.3389/frobt.2023.1236184
bibtex: '@article{Groß_Singh_Banh_Richter_Scharlau_Rohlfing_Wrede_2023, title={Scaffolding
the human partner by contrastive guidance in an explanatory human-robot dialogue},
volume={10}, DOI={10.3389/frobt.2023.1236184},
journal={Frontiers in Robotics and AI}, publisher={Frontiers Media SA}, author={Groß,
André and Singh, Amit and Banh, Ngoc Chi and Richter, Birte and Scharlau, Ingrid
and Rohlfing, Katharina J. and Wrede, Britta}, year={2023} }'
chicago: Groß, André, Amit Singh, Ngoc Chi Banh, Birte Richter, Ingrid Scharlau,
Katharina J. Rohlfing, and Britta Wrede. “Scaffolding the Human Partner by Contrastive
Guidance in an Explanatory Human-Robot Dialogue.” Frontiers in Robotics and
AI 10 (2023). https://doi.org/10.3389/frobt.2023.1236184.
ieee: 'A. Groß et al., “Scaffolding the human partner by contrastive guidance
in an explanatory human-robot dialogue,” Frontiers in Robotics and AI,
vol. 10, 2023, doi: 10.3389/frobt.2023.1236184.'
mla: Groß, André, et al. “Scaffolding the Human Partner by Contrastive Guidance
in an Explanatory Human-Robot Dialogue.” Frontiers in Robotics and AI,
vol. 10, Frontiers Media SA, 2023, doi:10.3389/frobt.2023.1236184.
short: A. Groß, A. Singh, N.C. Banh, B. Richter, I. Scharlau, K.J. Rohlfing, B.
Wrede, Frontiers in Robotics and AI 10 (2023).
date_created: 2023-11-08T06:40:41Z
date_updated: 2025-09-11T10:32:44Z
doi: 10.3389/frobt.2023.1236184
intvolume: ' 10'
keyword:
- Artificial Intelligence
- Computer Science Applications
publication: Frontiers in Robotics and AI
publication_identifier:
issn:
- 2296-9144
publication_status: published
publisher: Frontiers Media SA
status: public
title: Scaffolding the human partner by contrastive guidance in an explanatory human-robot
dialogue
type: journal_article
user_id: '93405'
volume: 10
year: '2023'
...
---
_id: '34703'
abstract:
- lang: eng
text: 'One of the many purposes for which social robots are designed is
education, and there have been many attempts to systematize their potential in
this field. What these attempts have in common is the recognition that learning
can be supported in a variety of ways because a learner can be engaged in different
activities that foster learning. Up to now, three roles have been proposed when
designing these activities for robots: as a teacher or tutor, a learning peer,
or a novice. Current research proposes that deciding in favor of one role over
another depends on the content or preferred pedagogical form. However, the design
of activities changes not only the content of learning, but also the nature of
a human–robot social relationship. This is particularly important in language
acquisition, which has been recognized as a social endeavor. The following review
aims to specify the differences in human–robot social relationships when children
learn language through interacting with a social robot. After proposing categories
for comparing these different relationships, we review established and more specific,
innovative roles that a robot can play in language-learning scenarios. This follows
Mead’s (1946) theoretical approach proposing that social
roles are performed in interactive acts. These acts are crucial for learning,
because not only can they shape the social environment of learning but also engage
the learner to different degrees. We specify the degree of engagement by referring
to Chi’s (2009) progression of learning activities that
range from active, constructive, toward interactive with the latter fostering
deeper learning. Taken together, this approach enables us to compare and evaluate
different human–robot social relationships that arise when applying a robot in
a particular social role.'
author:
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Nicole
full_name: Altvater-Mackensen, Nicole
last_name: Altvater-Mackensen
- first_name: Nathan
full_name: Caruana, Nathan
last_name: Caruana
- first_name: Rianne
full_name: van den Berghe, Rianne
last_name: van den Berghe
- first_name: Barbara
full_name: Bruno, Barbara
last_name: Bruno
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Adriana
full_name: Hanulíková, Adriana
last_name: Hanulíková
citation:
ama: Rohlfing K, Altvater-Mackensen N, Caruana N, et al. Social/dialogical roles
of social robots in supporting children’s learning of language and literacy—A
review and analysis of innovative roles. Frontiers in Robotics and AI.
2022;9. doi:10.3389/frobt.2022.971749
apa: Rohlfing, K., Altvater-Mackensen, N., Caruana, N., van den Berghe, R., Bruno,
B., Tolksdorf, N. F., & Hanulíková, A. (2022). Social/dialogical roles of
social robots in supporting children’s learning of language and literacy—A review
and analysis of innovative roles. Frontiers in Robotics and AI, 9.
https://doi.org/10.3389/frobt.2022.971749
bibtex: '@article{Rohlfing_Altvater-Mackensen_Caruana_van den Berghe_Bruno_Tolksdorf_Hanulíková_2022,
title={Social/dialogical roles of social robots in supporting children’s learning
of language and literacy—A review and analysis of innovative roles}, volume={9},
DOI={10.3389/frobt.2022.971749},
journal={Frontiers in Robotics and AI}, publisher={Frontiers Media SA}, author={Rohlfing,
Katharina and Altvater-Mackensen, Nicole and Caruana, Nathan and van den Berghe,
Rianne and Bruno, Barbara and Tolksdorf, Nils Frederik and Hanulíková, Adriana},
year={2022} }'
chicago: Rohlfing, Katharina, Nicole Altvater-Mackensen, Nathan Caruana, Rianne
van den Berghe, Barbara Bruno, Nils Frederik Tolksdorf, and Adriana Hanulíková.
“Social/Dialogical Roles of Social Robots in Supporting Children’s Learning of
Language and Literacy—A Review and Analysis of Innovative Roles.” Frontiers
in Robotics and AI 9 (2022). https://doi.org/10.3389/frobt.2022.971749.
ieee: 'K. Rohlfing et al., “Social/dialogical roles of social robots in supporting
children’s learning of language and literacy—A review and analysis of innovative
roles,” Frontiers in Robotics and AI, vol. 9, 2022, doi: 10.3389/frobt.2022.971749.'
mla: Rohlfing, Katharina, et al. “Social/Dialogical Roles of Social Robots in Supporting
Children’s Learning of Language and Literacy—A Review and Analysis of Innovative
Roles.” Frontiers in Robotics and AI, vol. 9, Frontiers Media SA, 2022,
doi:10.3389/frobt.2022.971749.
short: K. Rohlfing, N. Altvater-Mackensen, N. Caruana, R. van den Berghe, B. Bruno,
N.F. Tolksdorf, A. Hanulíková, Frontiers in Robotics and AI 9 (2022).
date_created: 2022-12-21T11:23:46Z
date_updated: 2024-11-28T08:40:10Z
department:
- _id: '749'
doi: 10.3389/frobt.2022.971749
intvolume: ' 9'
keyword:
- Artificial Intelligence
- Computer Science Applications
language:
- iso: eng
publication: Frontiers in Robotics and AI
publication_identifier:
issn:
- 2296-9144
publication_status: published
publisher: Frontiers Media SA
quality_controlled: '1'
status: public
title: Social/dialogical roles of social robots in supporting children’s learning
of language and literacy—A review and analysis of innovative roles
type: journal_article
user_id: '43289'
volume: 9
year: '2022'
...
---
_id: '24899'
abstract:
- lang: eng
text: Temperamental traits can decisively influence how children enter into
social interaction with their environment. Yet, in the field of child–robot interaction,
little is known about how individual differences such as shyness impact on how
children interact with social robots in educational settings. The present study
systematically assessed the temperament of 28 preschool children aged 4–5 years
in order to investigate the role of shyness within a dyadic child–robot interaction.
Over the course of four consecutive sessions, we observed how shy compared to
nonshy children interacted with a social robot during a word-learning educational
setting and how shyness influenced children’s learning outcomes. Overall, results
suggested that shy children not only interacted differently with a robot compared
to nonshy children, but also changed their behavior over the course of the sessions.
Critically, shy children interacted less expressively with the robot in general.
With regard to children’s language learning outcomes, shy children scored lower
on an initial posttest, but were able to close this gap on a later test, resulting
in all children retrieving the learned words on a similar level. When intertest
learning gain was considered, regression analyses even confirmed a positive predictive
role of shyness on language learning gains. Findings are discussed with regard
to the role of shyness in educational settings with social robots and the implications
for future interaction design.
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Franziska E.
full_name: Viertel, Franziska E.
last_name: Viertel
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: Tolksdorf NF, Viertel FE, Rohlfing KJ. Do Shy Preschoolers Interact Differently
When Learning Language With a Social Robot? An Analysis of Interactional Behavior
and Word Learning. Frontiers in Robotics and AI. Published online 2021.
doi:10.3389/frobt.2021.676123
apa: Tolksdorf, N. F., Viertel, F. E., & Rohlfing, K. J. (2021). Do Shy Preschoolers
Interact Differently When Learning Language With a Social Robot? An Analysis of
Interactional Behavior and Word Learning. Frontiers in Robotics and AI.
https://doi.org/10.3389/frobt.2021.676123
bibtex: '@article{Tolksdorf_Viertel_Rohlfing_2021, title={Do Shy Preschoolers Interact
Differently When Learning Language With a Social Robot? An Analysis of Interactional
Behavior and Word Learning}, DOI={10.3389/frobt.2021.676123},
journal={Frontiers in Robotics and AI}, author={Tolksdorf, Nils Frederik and Viertel,
Franziska E. and Rohlfing, Katharina J.}, year={2021} }'
chicago: Tolksdorf, Nils Frederik, Franziska E. Viertel, and Katharina J. Rohlfing.
“Do Shy Preschoolers Interact Differently When Learning Language With a Social
Robot? An Analysis of Interactional Behavior and Word Learning.” Frontiers
in Robotics and AI, 2021. https://doi.org/10.3389/frobt.2021.676123.
ieee: 'N. F. Tolksdorf, F. E. Viertel, and K. J. Rohlfing, “Do Shy Preschoolers
Interact Differently When Learning Language With a Social Robot? An Analysis of
Interactional Behavior and Word Learning,” Frontiers in Robotics and AI,
2021, doi: 10.3389/frobt.2021.676123.'
mla: Tolksdorf, Nils Frederik, et al. “Do Shy Preschoolers Interact Differently
When Learning Language With a Social Robot? An Analysis of Interactional Behavior
and Word Learning.” Frontiers in Robotics and AI, 2021, doi:10.3389/frobt.2021.676123.
short: N.F. Tolksdorf, F.E. Viertel, K.J. Rohlfing, Frontiers in Robotics and AI
(2021).
date_created: 2021-09-23T11:02:31Z
date_updated: 2024-11-28T08:44:59Z
department:
- _id: '749'
doi: 10.3389/frobt.2021.676123
language:
- iso: eng
publication: Frontiers in Robotics and AI
publication_identifier:
issn:
- 2296-9144
publication_status: published
quality_controlled: '1'
status: public
title: Do Shy Preschoolers Interact Differently When Learning Language With a Social
Robot? An Analysis of Interactional Behavior and Word Learning
type: journal_article
user_id: '43289'
year: '2021'
...
---
_id: '19969'
author:
- first_name: Heiko
full_name: Hamann, Heiko
last_name: Hamann
- first_name: Yara
full_name: Khaluf, Yara
last_name: Khaluf
- first_name: Jean
full_name: Botev, Jean
last_name: Botev
- first_name: Mohammad
full_name: Divband Soorati, Mohammad
last_name: Divband Soorati
- first_name: Eliseo
full_name: Ferrante, Eliseo
last_name: Ferrante
- first_name: Oliver
full_name: Kosak, Oliver
last_name: Kosak
- first_name: Jean-Marc
full_name: Montanier, Jean-Marc
last_name: Montanier
- first_name: Sanaz
full_name: Mostaghim, Sanaz
last_name: Mostaghim
- first_name: Richard
full_name: Redpath, Richard
last_name: Redpath
- first_name: Jon
full_name: Timmis, Jon
last_name: Timmis
- first_name: Frank
full_name: Veenstra, Frank
last_name: Veenstra
- first_name: Mostafa
full_name: Wahby, Mostafa
last_name: Wahby
- first_name: Aleš
full_name: Zamuda, Aleš
last_name: Zamuda
citation:
ama: 'Hamann H, Khaluf Y, Botev J, et al. Hybrid Societies: Challenges and Perspectives
in the Design of Collective Behavior in Self-organizing Systems. Frontiers
in Robotics and AI. 2016. doi:10.3389/frobt.2016.00014'
apa: 'Hamann, H., Khaluf, Y., Botev, J., Divband Soorati, M., Ferrante, E., Kosak,
O., … Zamuda, A. (2016). Hybrid Societies: Challenges and Perspectives in the
Design of Collective Behavior in Self-organizing Systems. Frontiers in Robotics
and AI. https://doi.org/10.3389/frobt.2016.00014'
bibtex: '@article{Hamann_Khaluf_Botev_Divband Soorati_Ferrante_Kosak_Montanier_Mostaghim_Redpath_Timmis_et
al._2016, title={Hybrid Societies: Challenges and Perspectives in the Design of
Collective Behavior in Self-organizing Systems}, DOI={10.3389/frobt.2016.00014},
journal={Frontiers in Robotics and AI}, author={Hamann, Heiko and Khaluf, Yara
and Botev, Jean and Divband Soorati, Mohammad and Ferrante, Eliseo and Kosak,
Oliver and Montanier, Jean-Marc and Mostaghim, Sanaz and Redpath, Richard and
Timmis, Jon and et al.}, year={2016} }'
chicago: 'Hamann, Heiko, Yara Khaluf, Jean Botev, Mohammad Divband Soorati, Eliseo
Ferrante, Oliver Kosak, Jean-Marc Montanier, et al. “Hybrid Societies: Challenges
and Perspectives in the Design of Collective Behavior in Self-Organizing Systems.”
Frontiers in Robotics and AI, 2016. https://doi.org/10.3389/frobt.2016.00014.'
ieee: 'H. Hamann et al., “Hybrid Societies: Challenges and Perspectives in
the Design of Collective Behavior in Self-organizing Systems,” Frontiers in
Robotics and AI, 2016.'
mla: 'Hamann, Heiko, et al. “Hybrid Societies: Challenges and Perspectives in the
Design of Collective Behavior in Self-Organizing Systems.” Frontiers in Robotics
and AI, 2016, doi:10.3389/frobt.2016.00014.'
short: H. Hamann, Y. Khaluf, J. Botev, M. Divband Soorati, E. Ferrante, O. Kosak,
J.-M. Montanier, S. Mostaghim, R. Redpath, J. Timmis, F. Veenstra, M. Wahby, A.
Zamuda, Frontiers in Robotics and AI (2016).
date_created: 2020-10-09T14:04:05Z
date_updated: 2022-01-06T06:54:17Z
department:
- _id: '63'
- _id: '238'
doi: 10.3389/frobt.2016.00014
language:
- iso: eng
publication: Frontiers in Robotics and AI
publication_identifier:
issn:
- 2296-9144
publication_status: published
status: public
title: 'Hybrid Societies: Challenges and Perspectives in the Design of Collective
Behavior in Self-organizing Systems'
type: journal_article
user_id: '15415'
year: '2016'
...