@article{32273,
author = {{Hoppe, Julia Amelie and Melkas, Helinä and Pekkarinen, Satu and Tuisku, Outi and Hennala, Lea and Johansson-Pajala, Rose-Marie and Gustafsson, Christine and Thommes, Kirsten}},
issn = {{1044-7318}},
journal = {{International Journal of Human–Computer Interaction}},
keywords = {{Computer Science Applications, Human-Computer Interaction, Human Factors and Ergonomics}},
pages = {{1--17}},
publisher = {{Informa UK Limited}},
title = {{{Perception of Society’s Trust in Care Robots by Public Opinion Leaders}}},
doi = {{10.1080/10447318.2022.2081283}},
year = {{2022}},
}
@article{51210,
author = {{Tuisku, Outi and Johansson-Pajala, Rose-Marie and Hoppe, Julia Amelie and Pekkarinen, Satu and Hennala, Lea and Thommes, Kirsten and Gustafsson, Christine and Melkas, Helinä}},
issn = {{0144-929X}},
journal = {{Behaviour & Information Technology}},
keywords = {{Human-Computer Interaction, General Social Sciences, Arts and Humanities (miscellaneous), Developmental and Educational Psychology}},
number = {{6}},
pages = {{758--774}},
publisher = {{Informa UK Limited}},
title = {{{Assistant nurses and orientation to care robot use in three European countries}}},
doi = {{10.1080/0144929x.2022.2042736}},
volume = {{42}},
year = {{2022}},
}
@inproceedings{34674,
abstract = {{Smart home systems contain plenty of features that enhance wellbeing in everyday life through artificial intelligence (AI). However, many users feel insecure because they do not understand the AI’s functionality and do not feel they are in control of it. Combining technical, psychological and philosophical views on AI, we rethink smart homes as interactive systems where users can partake in an intelligent agent’s learning. Parallel to the goals of explainable AI (XAI), we explored the possibility of user involvement in supervised learning of the smart home to have a first approach to improve acceptance, support subjective understanding and increase perceived control. In this work, we conducted two studies: In an online pre-study, we asked participants about their attitude towards teaching AI via a questionnaire. In the main study, we performed a Wizard of Oz laboratory experiment with human participants, where participants spent time in a prototypical smart home and taught activity recognition to the intelligent agent through supervised learning based on the user’s behaviour. We found that involvement in the AI’s learning phase enhanced the users’ feeling of control, perceived understanding and perceived usefulness of AI in general. The participants reported positive attitudes towards training a smart home AI and found the process understandable and controllable. We suggest that involving the user in the learning phase could lead to better personalisation and increased understanding and control by users of intelligent agents for smart home automation.}},
author = {{Sieger, Leonie Nora and Hermann, Julia and Schomäcker, Astrid and Heindorf, Stefan and Meske, Christian and Hey, Celine-Chiara and Doğangün, Ayşegül}},
booktitle = {{International Conference on Human-Agent Interaction}},
keywords = {{human-agent interaction, smart homes, supervised learning, participation}},
location = {{Christchurch, New Zealand}},
publisher = {{ACM}},
title = {{{User Involvement in Training Smart Home Agents}}},
doi = {{10.1145/3527188.3561914}},
year = {{2022}},
}
@inproceedings{37140,
abstract = {{Social media have become not only integral parts of our private and professional lives, but also an indispensable source of data for empirical research across a variety of academic disciplines. Applying a Social Media Analytics (SMA) methodology, however, imposes heavy ethical challenges on researchers. Scholars in the Information Systems (IS) discipline must deal with a patchwork of ethical frameworks, regulations, and (missing) institutional support. To initiate a debate on how to develop a common understanding of SMA research ethics, this paper compiles a scoping review of extant literature and suggests a research agenda for IS scholarship on this matter. The review yields a total of eight fundamental principles of ethical SMA research, which provide a starting point to guiding individual researchers towards more ethical conduct. At the same time, this work unearths a multitude of intricate dilemmas that are currently unresolved. The findings of this review will encourage IS scholarship to find its own voice in the debate about social media research ethics.}},
author = {{Marx, Julian and Mirbabaie, Milad}},
booktitle = {{Australasian Journal of Information Systems}},
issn = {{1449-8618}},
keywords = {{Information Systems and Management, Human-Computer Interaction, Business, Management and Accounting (miscellaneous), Information Systems}},
publisher = {{Australian Journal of Information Systems}},
title = {{{The Investigator’s Dilemma - A Review of Social Media Analytics Research Ethics in Information Systems}}},
doi = {{10.3127/ajis.v26i0.3287}},
volume = {{26}},
year = {{2022}},
}
@article{44638,
author = {{Hoppe, Julia Amelie and Tuisku, Outi and Johansson-Pajala, Rose-Marie and Pekkarinen, Satu and Hennala, Lea and Gustafsson, Christine and Melkas, Helinä and Thommes, Kirsten}},
issn = {{2451-9588}},
journal = {{Computers in Human Behavior Reports}},
keywords = {{Artificial Intelligence, Cognitive Neuroscience, Computer Science Applications, Human-Computer Interaction, Applied Psychology, Neuroscience (miscellaneous)}},
publisher = {{Elsevier BV}},
title = {{{When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty}}},
doi = {{10.1016/j.chbr.2022.100258}},
volume = {{9}},
year = {{2022}},
}
@article{28349,
abstract = {{Das Auftreten der COVID-19-Pandemie stellt Fremdsprachenkurse vielerorts vor Herausforderungen. Unter Zuhilfenahme diverser digitaler Tools werden nicht nur Lernmaterialien online geteilt, sondern auch die Interaktion zwischen Lehrenden und Lernenden sowie der Lernenden untereinander in den virtuellen Raum verlagert. Qualitative Interviews mit den Beteiligten erfassen, wie diese mit den Herausforderungen videogestützten Sprachunterrichts umgehen und welche Strategien sie wählen, um Sprachenlernen zu ermöglichen. Die Ergebnisse zeigen auf, wo seitens der Kursorganisation und -durchführung Handlungsbedarf besteht.
-----
The rise of the COVID-19 pandemic challenges the teaching and learning of foreign languages at many institutions. The implementation of various digital tools aids not only the online sharing of learning materials, but also shifts teacher-learner and learner-learner interaction to the virtual space. Via qualitative interviews, this study examines how both teachers and learners handle the challenges of language instruction based on videoconferences, and what strategies they employ to enable language learning. The results highlight areas in need of improvement in terms of course organization and facilitation.}},
author = {{Drumm, Sandra and Müller, Mareike and Stenzel, Nadja}},
issn = {{2511-0853}},
journal = {{Informationen Deutsch als Fremdsprache}},
keywords = {{German language courses at university, interaction, digital space, language learning/teaching via videoconference}},
number = {{5}},
pages = {{496--515}},
title = {{{Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie}}},
doi = {{10.1515/infodaf-2021-0069}},
volume = {{48}},
year = {{2021}},
}
@article{37443,
abstract = {{AbstractThe range of teaching materials now available is becoming increasingly diverse. Despite this, however, the use and influence of textbooks in teaching still remains very high. When instructing reading comprehension, teachers often use textbooks as the basis for teaching in language lessons. Establishing a good match between textbooks and the skills to be acquired is therefore essential. In this paper, I investigate whether textbooks used in Austrian schools can adequately support the teaching of reading comprehension skills. Since reading comprehension is the basis for acquiring knowledge in all subjects, science textbooks are examined in addition to (German) language lesson textbooks. Thus, the content pages of four language textbooks and four science textbooks for fourth and sixth grade were analysed in terms of five different categories, i.e. general structural setup, learning goals, text types, text structures, and activities. The results reveal clear variations with respect to learning goals in language textbooks. For example, the extent to which reading comprehension is addressed ranges from 13.64 to 69.70%, depending on the book used. Although not addressed as a learning goal in the science textbooks, reading comprehension is often presupposed, especially in sixth grade. While the instruction of reading comprehension ought to entail coverage of reading strategies, this is often neglected, or only dealt with indirectly. Given the diversity of textbooks analysed, it seems all the more important to stress that teachers should: 1) clarify the goals and teaching strategies of a book before using it, 2) become aware of strategies that support the development of students' reading comprehension, and 3) use textbooks as a complementary (and not sole) tool to support reading comprehension in all subjects.}},
author = {{Seifert, Susanne}},
issn = {{2211-1662}},
journal = {{Technology, Knowledge and Learning}},
keywords = {{Computer Science Applications, Human-Computer Interaction, Education, Mathematics (miscellaneous)}},
number = {{2}},
pages = {{383--405}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade}}},
doi = {{10.1007/s10758-021-09490-w}},
volume = {{26}},
year = {{2021}},
}
@article{24458,
abstract = {{In child–robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with.While ethical models elaborated within other human–robot interaction settings, e.g., assisted living contexts, can provide some important indicators for relevant issues, we argue that it is important to start developing a systematic approach to identify and tackle those ethical issues which rise with cHRI in kindergarten settings on a more global level and address the impact of the technology from a macroperspective beyond the effects on the individual. Based on our experience in conducting studies with children in general and pedagogical considerations on the role of the institution of kindergarten in specific, in this paper,we enfold some relevant aspects that have barely been addressed in an explicit way in current cHRI research. Four areas are analyzed and key ethical issues are identified in each area: (1) the institutional setting of a kindergarten, (2) children as a vulnerable group, (3) the caregivers’ role, and (4) pedagogical concepts. With our considerations, we aim at (i) broadening
the methodology of the current studies within the area of cHRI, (ii) revalidate it based on our comprehensive empirical
experience with research in kindergarten settings, both laboratory and real-world contexts, and (iii) provide a framework for the development of a more systematic approach to address the ethical issues in cHRI research within kindergarten settings.}},
author = {{Tolksdorf, Nils F. and Siebert, Scarlet and Zorn, Isabel and Horwath, Ilona and Rohlfing, Katharina J.}},
issn = {{1875-4791}},
journal = {{International Journal of Social Robotics}},
keywords = {{Robot ethics · Kindergarten settings · Child–robot interaction · Early childhood education}},
pages = {{129--140}},
title = {{{Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective}}},
doi = {{10.1007/s12369-020-00622-3}},
year = {{2020}},
}
@article{40604,
author = {{Taetz, Bertram and Teufl, Wolfgang and Weidmann, Alexander and Pietschmann, Juliane and Jöllenbeck, Thomas and Bleser, Gabriele}},
issn = {{1025-5842}},
journal = {{Computer Methods in Biomechanics and Biomedical Engineering}},
keywords = {{Computer Science Applications, Human-Computer Interaction, Biomedical Engineering, General Medicine, Bioengineering}},
number = {{1}},
pages = {{12--22}},
publisher = {{Informa UK Limited}},
title = {{{Depth camera based statistical shape fitting approach for the creation of an individualized lower body biomechanical model: validity and reliability}}},
doi = {{10.1080/10255842.2019.1688310}},
volume = {{23}},
year = {{2019}},
}
@inproceedings{17653,
author = {{Polevoy, Gleb and de Weerdt, M.M.}},
booktitle = {{Proceedings of the 29th Benelux Conference on Artificial Intelligence}},
keywords = {{interaction, reciprocation, contribute, shared effort, curbing, convergence, threshold, Nash equilibrium, social welfare, efficiency, price of anarchy, price of stability}},
publisher = {{Springer}},
title = {{{Reciprocation Effort Games}}},
year = {{2017}},
}
@article{42677,
author = {{Klowait, Nils}},
issn = {{0951-5666}},
journal = {{AI & SOCIETY}},
keywords = {{Artificial Intelligence, Human-Computer Interaction, Philosophy}},
number = {{4}},
pages = {{527--536}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{The quest for appropriate models of human-likeness: anthropomorphism in media equation research}}},
doi = {{10.1007/s00146-017-0746-z}},
volume = {{33}},
year = {{2017}},
}
@inproceedings{17656,
author = {{Polevoy, Gleb and de Weerdt, Mathijs and Jonker, Catholijn}},
booktitle = {{Proceedings of the 2016 International Conference on Autonomous Agents and Multiagent Systems}},
isbn = {{978-1-4503-4239-1}},
keywords = {{agent's influence, behavior, convergence, perron-frobenius, reciprocal interaction, repeated reciprocation}},
pages = {{1431--1432}},
publisher = {{International Foundation for Autonomous Agents and Multiagent Systems}},
title = {{{The Convergence of Reciprocation}}},
year = {{2016}},
}
@article{17182,
abstract = {{Co-development of action, conceptualization and social interaction mutually scaffold and support each other within a virtuous feedback cycle in the development of human language in children. Within this framework, the purpose of this article is to bring together diverse but complementary accounts of research methods that jointly contribute to our understanding of cognitive development and in particular, language acquisition in robots. Thus, we include research pertaining to developmental robotics, cognitive science, psychology, linguistics and neuroscience, as well as practical computer science and engineering. The different studies are not at this stage all connected into a cohesive whole; rather, they are presented to illuminate the need for multiple different approaches that complement each other in the pursuit of understanding cognitive development in robots. Extensive experiments involving the humanoid robot iCub are reported, while human learning relevant to developmental robotics has also contributed useful results. Disparate approaches are brought together via common underlying design principles. Without claiming to model human language acquisition directly, we are nonetheless inspired by analogous development in humans and consequently, our investigations include the parallel co-development of action, conceptualization and social interaction. Though these different approaches need to ultimately be integrated into a coherent, unified body of knowledge, progress is currently also being made by pursuing individual methods.}},
author = {{Lyon, Caroline and Nehaniv, Chrystopher L. and Saunders, Joe and Belpaeme, Tony and Bisio, Ambra and Fischer, Kerstin and Forster, Frank and Lehmann, Hagen and Metta, Giorgio and Mohan, Vishwanathan and Morse, Anthony and Nolfi, Stefano and Nori, Francesco and Rohlfing, Katharina and Sciutti, Alessandra and Tani, Jun and Tuci, Elio and Wrede, Britta and Zeschel, Arne and Cangelosi, Angelo}},
issn = {{1729-8814}},
journal = {{International Journal of Advanced Robotic Systems}},
keywords = {{Robot Language, Human Robot Interaction, HRI, Developmental Robotics, Cognitive Bootstrapping, Statistical Learning}},
number = {{3}},
publisher = {{Intech Europe}},
title = {{{Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles}}},
doi = {{10.5772/63462}},
volume = {{13}},
year = {{2016}},
}
@article{17189,
abstract = {{Alignment is a phenomenon observed in human conversation: Dialog partners' behavior converges in many respects. Such alignment has been proposed to be automatic and the basis for communicating successfully. Recent research on human-computer dialog promotes a mediated communicative design account of alignment according to which the extent of alignment is influenced by interlocutors' beliefs about each other. Our work aims at adding to these findings in two ways. (a) Our work investigates alignment of manual actions, instead of lexical choice. (b) Participants interact with the iCub humanoid robot, instead of an artificial computer dialog system. Our results confirm that alignment also takes place in the domain of actions. We were not able to replicate the results of the original study in general in this setting, but in accordance with its findings, participants with a high questionnaire score for emotional stability and participants who are familiar with robots align their actions more to a robot they believe to be basic than to one they believe to be advanced. Regarding alignment over the course of an interaction, the extent of alignment seems to remain constant, when participants believe the robot to be advanced, but it increases over time, when participants believe the robot to be a basic version.}},
author = {{Vollmer, Anna-Lisa and Rohlfing, Katharina and Wrede, Britta and Cangelosi, Angelo}},
issn = {{1875-4791}},
journal = {{International Journal of Social Robotics}},
keywords = {{learning, Human-robot interaction, Alignment, Robot social, Action understanding}},
number = {{2}},
pages = {{241--252}},
publisher = {{Springer-Verlag}},
title = {{{Alignment to the Actions of a Robot}}},
doi = {{10.1007/s12369-014-0252-0}},
volume = {{7}},
year = {{2015}},
}
@inproceedings{17660,
author = {{Polevoy, Gleb and de Weerdt, Mathijs M.}},
booktitle = {{Proceedings of the 2014 International Conference on Autonomous Agents and Multi-agent Systems}},
isbn = {{978-1-4503-2738-1}},
keywords = {{dynamics, emotion modeling, negotiation, network interaction, shared effort game}},
pages = {{1741--1742}},
publisher = {{International Foundation for Autonomous Agents and Multiagent Systems}},
title = {{{Improving Human Interaction in Crowdsensing}}},
year = {{2014}},
}
@article{17192,
abstract = {{In order for artificial intelligent systems to interact naturally with human users, they need to be able to learn from human instructions when actions should be imitated. Human tutoring will typically consist of action demonstrations accompanied by speech. In the following, the characteristics of human tutoring during action demonstration will be examined. A special focus will be put on the distinction between two kinds of motion events: path-oriented actions and manner-oriented actions. Such a distinction is inspired by the literature pertaining to cognitive linguistics, which indicates that the human conceptual system can distinguish these two distinct types of motion. These two kinds of actions are described in language by more path-oriented or more manner-oriented utterances. In path-oriented utterances, the source, trajectory, or goal is emphasized, whereas in manner-oriented utterances the medium, velocity, or means of motion are highlighted. We examined a video corpus of adult-child interactions comprised of three age groups of children-pre-lexical, early lexical, and lexical-and two different tasks, one emphasizing manner more strongly and one emphasizing path more strongly. We analyzed the language and motion of the caregiver and the gazing behavior of the child to highlight the differences between the tutoring and the acquisition of the manner and path concepts. The results suggest that age is an important factor in the development of these action categories. The analysis of this corpus has also been exploited to develop an intelligent robotic behavior -the tutoring spotter system-able to emulate children's behaviors in a tutoring situation, with the aim of evoking in human subjects a natural and effective behavior in teaching to a robot. The findings related to the development of manner and path concepts have been used to implement new effective feedback strategies in the tutoring spotter system, which should provide improvements in human-robot interaction.}},
author = {{Lohan, Katrin S. and Griffiths, Sascha and Sciutti, Alessandra and Partmann, Tim C. and Rohlfing, Katharina}},
issn = {{1756-8757}},
journal = {{Topics in Cognitive Science}},
keywords = {{Imitation, Tutoring, Adult-child interaction, Human-robot interaction, Semantics, Teachable robots}},
number = {{3}},
pages = {{492--512}},
publisher = {{Wiley-Blackwell}},
title = {{{Co-development of manner and path concepts in language, action, and eye-gaze behavior}}},
doi = {{10.1111/tops.12098}},
volume = {{6}},
year = {{2014}},
}
@article{17199,
abstract = {{Research of tutoring in parent-infant interaction has shown that tutors - when presenting some action - modify both their verbal and manual performance for the learner (‘motherese’, ‘motionese’). Investigating the sources and effects of the tutors’ action modifications, we suggest an interactional account of ‘motionese’. Using video-data from a semi-experimental study in which parents taught their 8 to 11 month old infants how to nest a set of differently sized cups, we found that the tutors’ action modifications (in particular: high arches) functioned as an orienting device to guide the infant’s visual attention (gaze). Action modification and the recipient’s gaze can be seen to have a reciprocal sequential relationship and to constitute a constant loop of mutual adjustments. Implications are discussed for developmental research and for robotic ‘Social Learning’. We argue that a robot system could use on-line feedback strategies (e.g. gaze) to pro-actively shape a tutor’s action presentation as it emerges.}},
author = {{Pitsch, Karola and Vollmer, Anna-Lisa and Rohlfing, Katharina and Fritsch, Jannik and Wrede, Britta}},
issn = {{1572-0381}},
journal = {{Interaction Studies}},
keywords = {{conversation analysis, interactional coordination, adult-child-interaction, feedback, gaze, quantification, social learning, motionese, tutoring}},
number = {{1}},
pages = {{55--98}},
publisher = {{John Benjamins Publishing Company}},
title = {{{Tutoring in adult-child-interaction: On the loop of the tutor's action modification and the recipient's gaze}}},
doi = {{10.1075/is.15.1.03pit}},
volume = {{15}},
year = {{2014}},
}
@article{17200,
abstract = {{This research investigated infants’ online perception of give-me gestures during observation of a social interaction. In the first experiment, goal-directed eye movements of 12-month-olds were recorded as they observed a give-and-take interaction in which an object is passed from one individual to another. Infants’ gaze shifts from the passing hand to the receiving hand were significantly faster when the receiving hand formed a give-me gesture relative to when it was presented as an inverted hand shape. Experiment 2 revealed that infants’ goal-directed gaze shifts were not based on different affordances of the two receiving hands. Two additional control experiments further demonstrated that differences in infants’ online gaze behavior were not mediated by an attentional preference for the give-me gesture. Together, our findings provide evidence that properties of social action goals influence infants’ online gaze during action observation. The current studies demonstrate that infants have expectations about well-formed object transfer actions between social agents. We suggest that 12-month-olds are sensitive to social goals within the context of give-and-take interactions while observing from a third-party perspective.}},
author = {{Elsner, Claudia and Bakker, Marta and Rohlfing, Katharina and Gredebäck, Gustaf}},
issn = {{0022-0965}},
journal = {{Journal of Experimental Child Psychology}},
keywords = {{Give-me gesture, Infant, Anticipation, Eye movement, Gesture, Social interaction}},
pages = {{280--294}},
publisher = {{Elsevier BV}},
title = {{{Infants' online perception of give-and-take interactions}}},
doi = {{10.1016/j.jecp.2014.05.007}},
volume = {{126}},
year = {{2014}},
}
@inproceedings{17202,
author = {{Vollmer, Anna-Lisa and Grizou, Jonathan and Lopes, Manuel and Rohlfing, Katharina and Oudeyer, Pierre-Yves}},
booktitle = {{2014 Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics}},
isbn = {{978-1-4799-7540-2}},
keywords = {{interaction, communication, co-construction, interaction protocols}},
pages = {{208 -- 215}},
publisher = {{IEEE}},
title = {{{Studying the Co-Construction of Interaction Protocols in Collaborative Tasks with Humans}}},
year = {{2014}},
}
@article{4699,
author = {{Becker, Jörg and Beverungen, Daniel and Knackstedt, Ralf and Matzner, Martin and Müller, Oliver and Pöppelbuss, Jens}},
issn = {{09050167}},
journal = {{Scandinavian Journal of Information Systems}},
keywords = {{Business process management, Conceptual modeling, Interaction routines, Modular design, Service networks, Social construction}},
number = {{1}},
pages = {{17----47}},
title = {{{Designing interaction routines in service networks: A modularity and social construction-based approach}}},
year = {{2013}},
}