TY - GEN
T1 - HRS-EDU
T2 - 10th International Conference in Methodologies and Intelligent Systems for Technology Enhanced Learning, MIS4TEL 2020
AU - Páez, John
AU - González, Enríque
AU - Impedovo, Maria
N1 - Publisher Copyright:
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020.
PY - 2020
Y1 - 2020
N2 - The assertive actions done by social robots in education have to consider cognitive and emotional aspects of students. The document presents the HRS-EDU architecture to control the social robot behavior in learning environments. Concepts such as psychological theory of flow, scaffolding educational strategy and software agents were considered to design the BDI agent architecture (Beliefs, Desires, Intentions). The computational implementation was made in BDI-BESA which is an integrated development environment designed by the SIRP research group of the Pontificia Universidad Javeriana and integrated into the Baxter robot. To validate the architecture, three phases were implemented: remote control of the robot while the subjects solve the Jumper problem, the subjects try to solve the problem without the robot support and finally, the robot gives autonomous support during the problem-solving process. The validation phases were developed with 15 children ranged between 10–14 years old and who came from three schools placed in Bogotá. Through mixed methods research strategy, the events of Baxter, the reactions of the subjects, and the performance of the architecture were analyzed. The results suggest that the design of BDI goals for the control of the robot for the actions that give emotional and cognitive support to the subjects, encourages the learning of problem-solving strategies.
AB - The assertive actions done by social robots in education have to consider cognitive and emotional aspects of students. The document presents the HRS-EDU architecture to control the social robot behavior in learning environments. Concepts such as psychological theory of flow, scaffolding educational strategy and software agents were considered to design the BDI agent architecture (Beliefs, Desires, Intentions). The computational implementation was made in BDI-BESA which is an integrated development environment designed by the SIRP research group of the Pontificia Universidad Javeriana and integrated into the Baxter robot. To validate the architecture, three phases were implemented: remote control of the robot while the subjects solve the Jumper problem, the subjects try to solve the problem without the robot support and finally, the robot gives autonomous support during the problem-solving process. The validation phases were developed with 15 children ranged between 10–14 years old and who came from three schools placed in Bogotá. Through mixed methods research strategy, the events of Baxter, the reactions of the subjects, and the performance of the architecture were analyzed. The results suggest that the design of BDI goals for the control of the robot for the actions that give emotional and cognitive support to the subjects, encourages the learning of problem-solving strategies.
KW - Cognitive robots
KW - Education
KW - Human-robot interaction
KW - Scaffolding strategy
KW - Software agents
UR - http://www.scopus.com/inward/record.url?scp=85089314077&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-52538-5_13
DO - 10.1007/978-3-030-52538-5_13
M3 - Conference contribution
AN - SCOPUS:85089314077
SN - 9783030525378
T3 - Advances in Intelligent Systems and Computing
SP - 117
EP - 126
BT - Methodologies and Intelligent Systems for Technology Enhanced Learning, 10th International Conference, MIS4TEL 2020
A2 - Vittorini, Pierpaolo
A2 - Di Mascio, Tania
A2 - Tarantino, Laura
A2 - Temperini, Marco
A2 - Gennari, Rosella
A2 - De la Prieta, Fernando
PB - Springer
Y2 - 17 June 2020 through 19 June 2020
ER -