Ice-Breakers, Turn-Takers and Fun-Makers: Exploring Robots for Groups with Teenagers

Successful, enjoyable group interactions are important in public and personal contexts, especially for teenagers whose peer groups are important for self-identity and self-esteem. Social robots seemingly have the potential to positively shape group interactions, but it seems difficult to effect such impact by designing robot behaviors solely based on related (human interaction) literature. In this article, we take a user-centered approach to explore how teenagers envisage a social robot "group assistant". We engaged 16 teenagers in focus groups, interviews, and robot testing to capture their views and reflections about robots for groups. Over the course of a two-week summer school, participants co-designed the action space for such a robot and experienced working with/wizarding it for 10+ hours. This experience further altered and deepened their insights into using robots as group assistants. We report results regarding teenagers' views on the applicability and use of a robot group assistant, how these expectations evolved throughout the study, and their repeat interactions with the robot. Our results indicate that each group moves on a spectrum of need for the robot, reflected in use of the robot more (or less) for ice-breaking, turn-taking, and fun-making as the situation demanded.

BT-ACTION: A Test-Driven Approach for Modular Understanding of User Instruction Leveraging Behaviour Trees and LLMs

Natural language instructions are often abstract and complex, requiring robots to execute multiple subtasks even for seemingly simple queries. For example, when a user asks a robot to prepare avocado toast, the task involves several sequential steps. Moreover, such instructions can be ambiguous or infeasible for the robot or may exceed the robot's existing knowledge. While Large Language Models (LLMs) offer strong language reasoning capabilities to handle these challenges, effectively integrating them into robotic systems remains a key challenge. To address this, we propose BT-ACTION, a test-driven approach that combines the modular structure of Behavior Trees (BT) with LLMs to generate coherent sequences of robot actions for following complex user instructions, specifically in the context of preparing recipes in a kitchen-assistance setting. We evaluated BT-ACTION in a comprehensive user study with 45 participants, comparing its performance to direct LLM prompting. Results demonstrate that the modular design of BT-ACTION helped the robot make fewer mistakes and increased user trust, and participants showed a significant preference for the robot leveraging BT-ACTION. The code is publicly available at https://github.com/1Eggbert7/BT_LLM.

Let's move on: Topic Change in Robot-Facilitated Group Discussions

Robot-moderated group discussions have the potential to facilitate engaging and productive interactions among human participants. Previous work on topic management in conversational agents has predominantly focused on human engagement and topic personalization, with the agent having an active role in the discussion. Also, studies have shown the usefulness of including robots in groups, yet further exploration is still needed for robots to learn when to change the topic while facilitating discussions. Accordingly, our work investigates the suitability of machine-learning models and audiovisual non-verbal features in predicting appropriate topic changes. We utilized interactions between a robot moderator and human participants, which we annotated and used for extracting acoustic and body language-related features. We provide a detailed analysis of the performance of machine learning approaches using sequential and non-sequential data with different sets of features. The results indicate promising performance in classifying inappropriate topic changes, outperforming rule-based approaches. Additionally, acoustic features exhibited comparable performance and robustness compared to the complete set of multimodal features. Our annotated data is publicly available at https://github.com/ghadj/topic-change-robot-discussions-data-2024.

Robot Duck Debugging: Can Attentive Listening Improve Problem Solving?

While thinking aloud has been reported to positively affect problem-solving, the effects of the presence of an embodied entity (e.g., a social robot) to whom words can be directed remain mostly unexplored. In this work, we investigated the role of a robot in a "rubber duck debugging" setting, by analyzing how a robot's listening behaviors could support a thinking-aloud problem-solving session. Participants completed two different tasks while speaking their thoughts aloud to either a robot or an inanimate object (a giant rubber duck). We implemented and tested two types of listener behavior in the robot: a rule-based heuristic and a deep-learning-based model. In a between-subject user study with 101 participants, we evaluated how the presence of a robot affected users' engagement in thinking aloud, behavior during the task, and self-reported user experience. In addition, we explored the impact of the two robot listening behaviors on those measures. In contrast to prior work, our results indicate that neither the rule-based heuristic nor the deep learning robot conditions improved performance or perception of the task, compared to an inanimate object. We discuss potential explanations and shed light on the feasibility of designing social robots as assistive tools in thinking-aloud problem-solving tasks.