Amol A. Deshmukh

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We investigate the relationship between the embodiment of an artificial companion and user perception and interaction with it. In a Wizard of Oz study, 42 users interacted with one of two embodiments: a physical robot or a virtual agent on a screen through a role-play of secretarial tasks in an office, with the companion providing essential assistance.(More)
We are addressing the problem of creating empathic robot tutors to support school students studying geography topics on a multi-touch table. A multi-role serious game Enercities-2 has been developed from an earlier single-user version in which a Mayor, Economist and Environmentalist have control over differing resources. The game explores the tension(More)
There are several challenges in applying conversational social robots to Technology Enhanced Learning and Serious Gaming. In this paper, we focus in particular on the dialogue management issues in building an empathic robotic tutor that plays a multi-person serious game with students to help them learn and understand the underlying educational concepts.
In this demonstration, we describe a scenario developed in the EMOTE project [2]. The overall goal of the EMOTE project is to develop an empathic robot tutor for 11-13 year old school students in an educational setting. The pedagogi-cal domain we demonstrate here is to assist students in learning and testing their map-reading skills typically learned as(More)
We explore the effect of the behaviour of a virtual robot agent in the context of a real-world treasure-hunt activity carried out by children aged 11–12. We compare three conditions: a traditional paper-based treasure hunt, along with a virtual robot on a tablet which provides either neutral or affective feedback during the treasure hunt. The results of the(More)
— There has been some studies in applying robots to education and recent research on socially intelligent robots show robots as partners that collaborate with people. On the other hand, serious games and interaction technologies have also proved to be important pedagogical tools, enhancing collaboration and interest in the learning process. This paper(More)
We explore the effect of the behaviour of a virtual robot agent in the context of a real-world treasure-hunt activity carried out by children aged 11-12. We compare three conditions: a traditional paper-based treasure hunt, along with a virtual robot on a tablet which provides either neutral or affective feedback during the treasure hunt. The initial(More)
We present a study that investigates the effect of incorporating memory in the interaction for a virtual robotic tutor in terms of helping children achieve a pedagogical goal and the perceived likeability and empathy of the tutor. The domain is a virtual robotic tutor who is guiding and helping learners through a mobile Treasure Hunt exercise that tests(More)