Efficacy of a ‘Misconceiving’ Robot to Improve Computational Thinking in a Collaborative Problem Solving Activity: A Pilot Study

Robot-mediated learning activities are often designed as collaborative exercises where children work together to achieve the activity objectives. Although miscommunications and misunderstandings occur frequently, humans, unlike robots, are very good at overcoming them and converging to a shared solution. With the aim of equipping a robot with these abilities and exploring its effects, in this article we investigate how can a humanoid robot collaborate with a human learner to construct a shared solution to a problem via suggesting actions and (dis)agreeing with each other. Concretely, we designed a learning activity aiming to improve the computational thinking skills of children, in which the robot makes suggestions on what to do, that may be in line with what the human thinks or not. Furthermore, the robot may suggest wrong actions that could essentially prevent them from finding a correct solution. Via a pilot study conducted remotely with 9 school children, we investigate whether the interaction results in positive learning outcomes, how does the collaboration evolve, and how these relate to each other. The results show positive learning outcomes for the participants in terms of finding better solutions, suggesting that the collaboration with the robot might have helped trigger the learning mechanisms.

Imitation Learning of Motion Coordination in Robots

Elena Gribovskaya

The ease with which humans coordinate all their limbs is fascinating. Such a simplicity is the result of a complex process of motor coordination, i.e. the ability to resolve the biomechanical redundancy in an efficient and repeatable manner. Coordination enables a wide variety of everyday human activities from filling in a glass with water to pair figure skating. Therefore, it is highly desirable to endow robots with similar skills. Despite the apparent diversity of coordinated motions, all of them share a crucial similarity: these motions are dictated by underlying constraints. The constraints shape the formation of the coordination patterns between the different degrees of freedom. Coordination constraints may take a spatio-temporal form; for instance, during bimanual object reaching or while catching a ball on the fly. They also may relate to the dynamics of the task; for instance, when one applies a specific force profile to carry a load. In this thesis, we develop a framework for teaching coordination skills to robots. Coordination may take different forms, here, we focus on teaching a robot intra-limb and bimanual coordination, as well as coordination with a human during physical collaborative tasks. We use tools from well-established domains of Bayesian semiparametric learning (Gaussian Mixture Models and Regression, Hidden Markov Models), nonlinear dynamics, and adaptive control. We take a biologically inspired approach to robot control. Specifically, we adopt an imitation learning perspective to skill transfer, that offers a seamless and intuitive way of capturing the constraints contained in natural human movements. As the robot is taught from motion data provided by a human teacher, we exploit evidence from human motor control of the temporal evolution of human motions that may be described by dynamical systems. Throughout this thesis, we demonstrate that the dynamical system view on movement formation facilitates coordination control in robots. We explain how our framework for teaching coordination to a robot is built up, starting from intra-limb coordination and control, moving to bimanual coordination, and finally to physical interaction with a human. The dissertation opens with the discussion of learning discrete task-level coordination patterns, such as spatio-temporal constraints emerging between the two arms in bimanual manipulation tasks. The encoding of bimanual constraints occurs at the task level and proceeds through a discretization of the task as sequences of bimanual constraints. Once the constraints are learned, the robot utilizes them to couple the two dynamical systems that generate kinematic trajectories for the hands. Explicit coupling of the dynamical systems ensures accurate reproduction of the learned constraints, and proves to be crucial for successful accomplishment of the task. In the second part of this thesis, we consider learning one-arm control policies. We present an approach to extracting non-linear autonomous dynamical systems from kinematic data of arbitrary point-to-point motions. The proposed method aims to tackle the fundamental questions of learning robot coordination: (i) how to infer a motion representation that captures a multivariate coordination pattern between degrees of freedom and that generalizes this pattern to unseen contexts; (ii) whether the policy learned directly from demonstrations can provide robustness against spatial and temporal perturbations. Finally, we demonstrate that the developed dynamical system approach to coordination may go beyond kinematic motion learning. We consider physical interactions between a robot and a human in situations where they jointly perform manipulation tasks; in particular, the problem of collaborative carrying and positioning of a load. We extend the approach proposed in the second part of this thesis to incorporate haptic information into the learning process. As a result, the robot adapts its kinematic motion plan according to human intentions expressed through the haptic signals. Even after the robot has learned the task model, the human still remains a complex contact environment. To ensure robustness of the robot behavior in the face of the variability inherent to human movements, we wrap the learned task model in an adaptive impedance controller with automatic gain tuning. The techniques, developed in this thesis, have been applied to enable learning of unimanual and bimanual manipulation tasks on the robotics platforms HOAP-3, KATANA, and i-Cub, as well as to endow a pair of simulated robots with the ability to perform a manipulation task in the physical collaboration.

EPFL2012

Control and Learning of Compliant Manipulation Skills

Klas Jonas Alfred Kronander

Humans demonstrate an impressive capability to manipulate fragile objects without damaging them, graciously controlling the force and position of hands or tools. Traditionally, robotics has favored position control over force control to produce fast, accurate and repeatable motion. For extending the applicability of robotic manipulators outside the strictly controlled environments of industrial work cells, position control is inadequate. Tasks that involve contact with objects whose positions are not known with perfect certainty require a controller that regulates the relationship between positional deviations and forces on the robot. This problem is formalized in the impedance control framework, which focuses the robot control problem on the interaction between the robot and its environment. By adjusting the impedance parameters, the behavior of the robot can be adapted to the need of the task. However, it is often difficult to specify formally how the impedance should vary for best performance. Furthermore, fast it can be shown that careless variation of the impedance can lead to unstable regulation or tracking even in free motion. In the first part of the thesis, the problem of how to define a varying impedance for a task is addressed. A haptic human-robot interface that allows a human supervisor to teach impedance variations by physically interacting with the robot during task execution is introduced. It is shown that the interface can be used to enhance the performance in several manipulation tasks. Then, the problem of stable control with varying impedance is addressed. Along with a theoretical discussion on this topic, a sufficient condition for stable varying stiffness and damping is provided. In the second part of the thesis, we explore more complex manipulation scenarios via online generation of the robot trajectory. This is done along two axes 1) learning how to react to contact forces in insertion tasks which are crucial for assembly operations and 2) autonomous Dynamical Systems (DS) for motion representation with the capability to encode a family of trajectories rather than a fixed, time-dependent reference. A novel framework for task representation using DS is introduced, termed Locally Modulated Dynamical Systems (LMDS). LMDS differs from existing DS estimation algorithms in that it supports non-parametric and incremental learning all the while guaranteeing that the resulting DS is globally stable at an attractor point. To combine the advantages of DS motion generation with impedance control, a novel controller for tasks described by first order DS is proposed. The controller is passive, and has the properties of an impedance controller with the added flexibility of a DS motion representation instead of a time-indexed trajectory.

EPFL2015

Can a Child Feel Responsible for Another in the Presence of a Robot in a Collaborative Learning Activity?

Shruti Chandra, Pierre Dillenbourg, Séverin Lemaignan, Ana Paiva

In order to explore the impact of integrating a robot as a facilitator in a collaborative activity, we examined interpersonal distancing of children both with a human adult and a robot facilitator. Our scenario involves two children performing a collaborative learning activity, which included the writing of a word/letter on a tactile tablet. Based on the learning-by-teaching paradigm, one of the children acted as a teacher when the other acted as a learner. Our study involved 40 children between 6 and 8 years old, in two conditions(robot or human facilitator). The results suggest first that the child acting as a teacher feel more responsible when the facilitator is a robot, compared to a human ; they show then that the interaction between a (teacher) child and a robot facilitator can be characterized as being a reciprocity-based interaction, whereas a human presence fosters a compensation-based interaction.