VIDP: Variable Impedance Diffusion Policy for Compliant Robot Manipulation from Diverse Demonstrations

Contact-rich manipulation requires precise tracking and mechanical compliance, where variable impedance control can improve robustness in task success, whereas static compliance cannot adapt to varying contact constraints. Variable impedance skills can be learned from demonstrations, avoiding complex modeling, but compliance is a hidden variable in force-agnostic kinematic data. While existing methods infer compliance from trajectory variations, these variations may reflect geometric adaptation and not intentional compliance when subject to changing spatial layouts. Therefore, this letter introduces Variable Impedance Diffusion Policy (VIDP), an imitation learning-based variable impedance control framework leveraging a Task-Parameterized Directionality-Aware Mixture Model (TP-DAMM) to extract physically consistent trajectory distributions from diverse demonstrations. By mapping distributions to stiffness profiles, VIDP jointly predicts pose actions and task compliance without force sensors. Real-world experiments show that VIDP significantly outperforms fixed-impedance baselines in task success rate while reducing interaction forces with respect to high stiffness controllers and tracking errors with respect to low stiffness baselines.

Play-Testing REMind: Evaluating an Educational Robot-Mediated Role-Play Game

This paper presents REMind, an innovative educational robot-mediated role-play game designed to support anti-bullying bystander intervention among children. REMind invites players to observe a bullying scenario enacted by social robots, reflect on the perspectives of the characters, and rehearse defending strategies by puppeteering a robotic avatar. We evaluated REMind through a mixed-methods play-testing study with 18 children aged 9--10. The findings suggest that the experience supported key learning goals related to self-efficacy, perspective-taking, understanding outcomes of defending, and intervention strategies. These results highlight the promise of Robot-Mediated Applied Drama (RMAD) as a novel pedagogical framework to support Social-Emotional Learning.

Aesthetics of Robot-Mediated Applied Drama: A Case Study on REMind

Social robots are increasingly used in education, but most applications cast them as tutors offering explanation-based instruction. We explore an alternative: Robot-Mediated Applied Drama (RMAD), in which robots function as life-like puppets in interactive dramatic experiences designed to support reflection and social-emotional learning. This paper presents REMind, an anti-bullying robot role-play game that helps children rehearse bystander intervention and peer support. We focus on a central design challenge in RMAD: how to make robot drama emotionally and aesthetically engaging despite the limited expressive capacities of current robotic platforms. Through the development of REMind, we show how performing arts expertise informed this process, and argue that the aesthetics of robot drama arise from the coordinated design of the wider experience, not from robot expressivity alone.

"You've got a friend in me": Co-Designing a Peer Social Robot for Young Newcomers' Language and Cultural Learning

Community literacy programs supporting young newcomer children in Canada face limited staffing and scarce one-to-one time, which constrains personalized English and cultural learning support. This paper reports on a co-design study with United for Literacy tutors that informed Maple, a table-top, peer-like Socially Assistive Robot (SAR) designed as a practice partner within tutor-mediated sessions. From shadowing and co-design interviews, we derived newcomer-specific requirements and added them in an integrated prototype that uses short story-based activities, multi-modal scaffolding (speech, facial feedback, gesture), and embedded quizzes that support attention while producing tutor-actionable formative signals. We contribute system design implications for tutor-in-the-loop SARs supporting language socialization in community settings and outline directions for child-centered evaluation in authentic programs.