A key research challenge in robotics is to design robotic systems with the cognitive capabilities necessary to support human–robot interaction. These systems will need to have appropriate representations of the world; the task at hand; the capabilities, expectations, and actions of their human counterparts; and how their own actions might affect the world, their task, and their human partners. Cognitive human–robot interaction is a research area that considers human(s), robot(s), and their joint actions as a cognitive system and seeks to create models, algorithms, and design guidelines to enable the design of such systems. Core research activities in this area include the development of representations and actions that allow robots to participate in joint activities with people; a deeper understanding of human expectations and cognitive responses to robot actions; and, models of joint activity for human–robot interaction. This chapter surveys these research activities by drawing on research questions and advances from a wide range of fields including computer science, cognitive science, linguistics, and robotics.
Designing robot learners that ask good questions
Author Maya Cakmak, Andrea Thomaz
Video ID : 237
Programming new skills on a robot should take minimal time and effort. One approach to achieve this goal is to allow the robot to ask questions. This idea, called active learning, has recently caught a lot of attention in the robotics community. However, it has not been explored from a human-robot interaction perspective. We identify three types of questions (label, demonstration, and feature queries) and discuss how a robot can use these while learning new skills. Then, we present an experiment on human question-asking which characterizes the extent to which humans use these question types. Finally, we evaluate the three types of question within a human-robot teaching interaction. We investigate the ease with which different types of questions are answered and whether or not there is a general preference of one type of question over another. Based on our findings from both experiments, we provide guidelines for designing question-asking behaviors for a robot learner.