Note: Intro -- Preface -- Organization -- Table of Contents -- Author Index.

Note: Intro -- Preface -- Organization -- Contents -- The Effect of Applying Humanoid Robots as Teacher Assistants to Help Iranian Autistic Pupils Learn English as a Foreign Language -- 1 Introduction -- 2 Methodology -- 2.1 Participants -- 2.2 Instruments -- 2.3 Data Collection Procedure -- 3 Results -- 4 Discussion and Conclusion -- References -- Social Robots for Older Adults: Framework of Activities for Aging in Place with Robots -- 1 Introduction -- 2 Related Work -- 2.1 State of the Art on Social Robots for Older Adults -- 3 Methodology -- 3.1 Participants -- 3.2 Procedure and Methods -- Phase 1: Information and Sensitizing. -- Phase 2: Brainstorm Session. -- Phase 3: Choosing Robots. -- 4 Results -- 4.1 Coding Procedure -- 4.2 Activities for Aging in Place with Robots -- 4.3 Chosen Robots -- 5 Conclusions and Discussion -- References -- An Empathic Robotic Tutor for School Classrooms: Considering Expectation and Satisfaction of Children as End-Users -- 1 Introduction -- 2 Related Work -- 2.1 Expectation and Satisfaction in HRI: Definition of Concepts -- 2.2 Expectations and Satisfaction Towards Robots for Education -- 3 Methodology -- 3.1 Participants -- 3.2 System Architecture and Set-Up -- 3.3 Measures -- 3.4 Procedure -- 4 Results -- 4.1 Expectations and Satisfaction Towards a Robotic Tutor -- 5 Conclusions and Future Work -- References -- A Reactive Competitive Emotion Selection System -- 1 Introduction -- 2 Related Work -- 3 Tomkins' Emotion Theory -- 4 Emotional System -- 4.1 Stimulation Calculator -- 4.2 Emotion Generator -- 5 Implementation and Results -- 6 Conclusions and Further Work -- References -- Group Vs. Individual Comfort When a Robot Approaches -- 1 Introduction -- 2 Design and Conduct of Experiments -- 3 Results -- 3.1 Participants -- 3.2 Intra-Position Analysis -- 3.3 Inter-Position Analysis -- 4 Discussion -- 5 Conclusion. , References -- Understanding Group Comfort Through Directional Statistics -- 1 Introduction -- 2 Directional Statistics -- 2.1 Test of Distribution Uniformity -- 2.2 Comparison of Circular Distributions -- 3 Experiment -- 3.1 Data Preprocessing -- 4 Experiment Results -- 4.1 Rayleigh Tests of Uniformity -- 4.2 Watson's U2 Test -- 5 Discussion -- 6 Conclusion -- References -- Adaptive Interaction of Persistent Robots to User Temporal Preferences -- 1 Introduction -- 2 Related Work -- 3 Formalism and User Modeling -- 3.1 Problem Setting -- 3.2 Modeling Dynamic User Preferences Over Time -- 4 Learning Model Parameters from User Feedback -- 4.1 Profile ``Conservative'' -- 4.2 Profile ``Consistent but Fatigable'' -- 4.3 Profile ``Erratic'' -- 4.4 Action Sequences Generation -- 5 Results -- 6 Conclusion and Future Work -- References -- Incremental Speech Production for Polite and Natural Personal-Space Intrusion -- 1 Introduction -- 2 A Software Architecture Integrating Social Spacesand Incremental Speech Synthesis -- 2.1 Social Spaces -- 2.2 Verbal-Planner -- 2.3 Controller -- 2.4 Incremental Speech Production -- 3 Observation Study -- 3.1 Experiment Setup -- 3.2 Results -- 3.3 Discussion -- 4 Conclusions -- References -- When Robots Object: Evidence for the Utility of Verbal, but not Necessarily Spoken Protest -- 1 Introduction and Motivation -- 2 Methods -- 3 Results -- 4 Discussion -- 5 Conclusions -- References -- Probolino: A Portable Low-Cost Social Device for Home-Based Autism Therapy -- 1 Introduction -- 2 Related Work -- 2.1 Probo -- The Huggable Social Robot -- 2.2 Using Social Story and Visual Schedules in Autism Therapy -- 3 Development of Probolino -- 3.1 Overview -- 3.2 Hardware -- 3.3 Software -- 3.4 Web Interface -- 4 Interactive Game for Home-Based Therapy -- 4.1 Probogotchi -- 4.2 Schedule Mode with Right-Wrong Game -- 5 Initial Testing. , 6 Conclusion and Future Work -- References -- Improving Human-Robot Physical Interaction with Inverse Kinematics Learning -- 1 Introduction -- 2 Related Work -- 3 Learning the Inverse Kinematics Function -- 3.1 Overview -- 3.2 Joint-Task Kernel Regression -- 4 Experiments -- 4.1 Experimental Setup -- 4.2 User Study -- 4.3 Results -- 5 Conclusion -- References -- Team-Building Activities for Heterogeneous Groups of Humans and Robots -- 1 Introduction -- 2 Related Work -- 3 Experiment Design -- 3.1 Procedure -- 3.2 Materials and Setup -- 3.3 Team-Building Activity -- 3.4 Primary Task -- 4 Results -- 5 Discussion -- 6 Conclusion and Future Work -- References -- Automatic Joint Attention Detection During Interaction with a Humanoid Robot -- 1 Introduction -- 2 Proposed Method -- 2.1 System Overview -- 2.2 Segmentation -- 2.3 Head Detection -- 2.4 Behavior Understanding -- 3 Experiments -- 3.1 Setup and Dataset -- 3.2 Results -- 4 Conclusions and Future Improvements -- References -- Characterizing the State of the Art of Human-Robot Coproduction -- 1 Introduction -- 2 Background -- 2.1 Manufacturing Systems -- 2.2 The production Line and Workstations -- 3 Survey of Human Robot Coproduction Systems -- 3.1 Demonstrator Selection -- 3.2 Demonstrator Descriptions -- 3.3 Categorization of Demonstrators -- 4 Results and Discussion -- 5 Conclusions and Future Work -- References -- KeJia Robot--An Attractive Shopping Mall Guider -- 1 Introduction -- 2 Related Work -- 3 Features and Hardware -- 3.1 Key Features -- 3.2 Hardware -- 4 System Architecture -- 4.1 Top-Floor Structure -- 4.2 Software Modules Structure -- 4.3 Methods to Challenging Modules -- 5 Results of Field Trials -- 6 Conclusions -- References -- Case-Sensitive Methods for Evaluating HRI from a Sociological Point of View -- 1 Introduction. , 2 General Assumptions Regarding HRI from a Sociological and Biomimetics Point of View -- 3 Evaluating the Quality of HRI with Breaching Experiments -- 4 Summary -- References -- Social Facilitation in a Game-Like Human-Robot Interaction Using Synthesized Emotions and Episodic Memory -- 1 Introduction -- 2 Experimental Design Setup -- 2.1 Hypothesis -- 2.2 Game Scenario Description -- 2.3 Robot Behaviors -- 3 Methodology -- 3.1 Episodic Memory -- 3.2 OCC Model -- 4 Results and Discussion -- 5 Conclusion and Future Work -- References -- Motions of Robots Matter! The Social Effects of Idle and Meaningful Motions -- 1 Introduction -- 2 Method -- 2.1 Participants -- 2.2 Design -- 2.3 Experimental Set-up -- 2.4 Robot Motions -- 2.5 Verbal Utterances -- 2.6 Questionnaire -- 2.7 Procedure -- 2.8 Data Analysis -- 3 Results -- 3.1 Social Verification -- 3.2 Effect of Motion -- 4 Discussion and Conclusions -- 4.1 Social Verification -- 4.2 Effect of Motion -- References -- What Makes Robots Social?: A User's Perspective on Characteristics for Social Human-Robot Interaction -- 1 Introduction -- 2 Method -- 2.1 The Karotz Robot -- 2.2 Data Collection and Procedure -- 2.3 Data Analysis -- 2.4 Participants -- 3 Results -- 3.1 Two-Way Interaction -- 3.2 Thoughts and Feelings -- 3.3 Social Awareness -- 3.4 Social Support -- 3.5 Autonomy -- 3.6 Coziness -- 3.7 Similarity -- 3.8 Mutual Respect -- 4 General Discussion -- 4.1 Essential Social Abilities for Social Robots -- 4.2 Can Robots Actually be Social? -- 4.3 How to Make Better Social Robots -- 5 Conclusion -- References -- An Adaptive and Proactive Human-Aware Robot Guide -- 1 Introduction -- 2 Situation Assessment -- 3 Planning and Supervision -- 4 Motion Planning -- 5 Experiments and Analysis -- 6 Conclusions -- References -- The Effects of Social Gaze in Human-Robot Collaborative Assembly -- 1 Introduction. , 2 Previous Work -- 3 Method -- 3.1 The Robot -- 3.2 Experimental Conditions -- 3.3 Experimental Procedure -- 3.4 Questionnaire -- 3.5 Participants -- 3.6 Analysis -- 4 Results -- 4.1 Users' Perception of the Robot's Gaze Behavior -- 4.2 Eye Gaze During Contact Initiation -- 4.3 Eye Gaze Between Tasks -- 4.4 Conceptualizing the Robot and Understanding Robot Gaze -- 5 Discussion -- 6 Conclusion -- References -- Influence of Upper Body Pose Mirroring in Human-Robot Interaction -- 1 Introduction -- 2 Related Work -- 3 Method -- 3.1 Hypotheses -- 3.2 Experimental Validation -- 3.3 Experimental Setup -- 3.4 Experimental Procedure -- 3.5 Questionnaire -- 4 Results -- 5 Conclusion -- References -- Robot-Centric Activity Recognition`in the Wild' -- 1 Introduction -- 2 Related Work -- 3 Dataset -- 4 Activity Recognition -- 5 Experimental Results -- 6 Conclusion -- References -- ``Yes Dear, that Belongs into the Shelf!'' - Exploratory Studies with Elderly People Who Learn to Train an Adaptive Robot Companion -- 1 Introduction -- 2 Decision Making Algorithm -- 3 Exploratory Studies -- 4 Study 1 Teaching the Robot a Card Game -- 5 Study 2 - Teaching the Robot in Social Scenarios -- 6 Conclusion -- References -- Using Video Manipulation to Protect Privacy in Remote Presence Systems -- 1 Introduction -- 2 Defining Privacy -- 3 Related Work -- 4 Protecting Privacy with Video Manipulation -- 4.1 Results -- 5 Effects on Task Performance -- 5.1 Results -- 6 Conclusions -- References -- Social Robots as Co-therapists in Autism Therapy Sessions: A Single-Case Study -- 1 Introduction -- 2 State of the Art -- 2.1 Technology Based Interventions in Autism Therapy -- 2.2 Robotic Interventions -- 3 Method -- 3.1 Participant -- 3.2 Setting -- 3.3 Procedures -- 4 Findings and Discussion -- 5 Conclusions -- References. , Personalized Short-Term Multi-modal Interaction for Social Robots Assisting Users in Shopping Malls.

Note: Intro -- Preface -- Organization -- Table of Contents -- Author Index.

Note: Lecture Notes in Artificial Intelligence 3068 -- Affective Dialogue Systems -- Copyright -- Preface -- Committee Listings -- Table of Contents -- From Emotion to Interaction: Lessons from Real Human-Machine-Dialogues -- Emotions in Short Vowel Segments: Effects of the Glottal Flow as Reflected by the Normalized Amplitude Quotient -- Towards Real Life Applications in Emotion Recognition -- Emotion Recognition Using Bio-sensors: First Steps towards an Automatic System -- Neural Architecture for Temporal Emotion Classification -- Empathic Embodied Interfaces: Addressing Users' Affective State -- Cognitive-Model-Based Interpretation of Emotions in a Multi-modal Dialog System -- Affective Advice Giving Dialogs -- A Categorical Annotation Scheme for Emotion in the Linguistic Content of Dialogue -- Data-Driven Tools for Designing Talking Heads Exploiting Emotional Attitudes -- Design of a Hungarian Emotional Database for Speech Analysis and Synthesis -- Emotion and Dialogue in the MRE Virtual Humans -- Coloring Multi-character Conversations through the Expression of Emotions -- Domain-Oriented Conversation with H.C. Andersen -- Simulating the Emotion Dynamics of a Multimodal Conversational Agent -- Design and First Tests of a Chatter -- Endowing Spoken Language Dialogue Systems with Emotional Intelligence -- Do You Want to Talk about It? -- Application of D-Script Model to Emotional Dialogue Simulation -- Modeling and Synthesizing Emotional Speech for Catalan Text-to-Speech Synthesis -- Dimensional Emotion Representation as a Basis for Speech Synthesis with Non-extreme Emotions -- Extra-Semantic Protocols -- Input Requirements for the Synthesis of Dialogue Speech -- How (Not) to Add Laughter to Synthetic Speech -- Modifications of Speech Articulatory Characteristics in the Emotive Speech -- Expressive Animated Agents for Affective Dialogue Systems. , Affective Feedback in a Tutoring System for Procedural Tasks -- Generating Socially Appropriate Tutorial Dialog -- The Role of Affect and Sociality in the Agent-Based Collaborative Learning System -- Evaluation of Synthetic Faces: Human Recognition of Emotional Facial Displays -- How to Evaluate Models of User Affect? -- Preliminary Cross-Cultural Evaluation of Expressiveness in Synthetic Faces -- Conversational H.C. Andersen First Prototype Description -- Experiences with an Emotional Sales Agent -- A Freely Configurable, Multi-modal Sensor System for Affective Computing -- Gesture Synthesis in a Real-World ECA -- Author Index.

Note: Intro -- Preface -- Organization -- Keynotes -- A Conceptual Framework for Smart Learning Engine -- Quantified Learning -- From Databases to Prospective Memory: The Saga of CBM Continued -- An AI Methodology and a New Learning Paradigm -- Contents -- Full Papers -- An Adaptive Coach for Invention Activities -- Abstract -- 1 Introduction -- 2 The Invention Coach -- 3 Adaptive Coaching Strategy -- 4 Preliminary Evidence of Effectiveness -- 5 Case Studies -- 5.1 Case Study 1 -- 5.2 Case Study 2 -- 5.3 Analysis -- 6 Discussion -- Acknowledgments -- References -- Evaluating the Effect of Uncertainty Visualisation in Open Learner Models on Students' Metacognitive Skills -- Abstract -- 1 Introduction -- 2 Methods -- 2.1 The OLMlets OLM -- 2.2 Experimental Design, Participants, Instruments and Analysis -- 3 Results -- 3.1 Student Perceptions: Pre/Post-questionnaire -- 3.2 Student Knowledge on Paper Pre/Post-tests -- 3.3 Student Confidence on Paper Pre/Post Tests -- 3.4 System Use -- 3.5 Relationship of System Use to Confidence -- 4 Discussion and Conclusion -- References -- Collaboration Improves Student Interest in Online Tutoring -- Abstract -- 1 Introduction -- 2 Collaboration as a Way to Add Social Value -- 3 Experiment and Results -- 3.1 Method -- 3.2 Results -- 3.3 Discussion and Future Work -- References -- Improving Sensor-Free Affect Detection Using Deep Learning -- 1 Introduction -- 2 Dataset -- 2.1 Data Collection and Feature Distillation -- 3 Methodology -- 3.1 Network Structure -- 3.2 Handling Time Series Data and Labels -- 3.3 Model Training -- 4 Measures -- 5 Results -- 5.1 Adjusting the Dropout Context -- 5.2 Comparing RNN Variants -- 6 Discussion and Future Work -- References -- ReaderBench Learns Dutch: Building a Comprehensive Automated Essay Scoring System for Dutch Language -- Abstract -- 1 Introduction -- 2 State of the Art. , 3 Building the Dutch Complexity Model -- 3.1 The NLP Processing Pipeline for Dutch Language -- 3.2 Textual Complexity Indices -- 3.3 Automated Text Segmentation -- 4 Results -- 4.1 Corpus -- 4.2 Statistical Analyses -- 4.3 Relationship Between ReaderBench and Students' Final Scores -- 4.4 Regression Analysis and Discriminant Function Analysis -- 5 Conclusions -- Acknowledgments -- References -- Keeping the Teacher in the Loop: Technologies for Monitoring Group Learning in Real-Time -- 1 Introduction -- 2 The SAGLET System -- 3 Inferring Utterance Types -- 3.1 Feature Selection -- 3.2 Classification Models -- 4 Deployment and Evaluation in the Classroom -- 5 Related Work -- 6 Conclusion -- References -- An Extensible Domain-Specific Language for Describing Problem-Solving Procedures -- 1 Introduction -- 2 Design Principles for the Inner Loop -- 3 ITS Paradigms -- 4 Problem-Solving Procedures -- 5 Examples of Problem-Solving Procedures in ITSs -- 5.1 Math Tutor -- 5.2 Functional Programming Tutor -- 5.3 Serious Game for Communication Skills -- 6 Conclusions and Future Work -- References -- Effects of Error-Based Simulation as a Counterexample for Correcting MIF Misconception -- Abstract -- 1 Introduction -- 2 Error-Based Simulation: A Method to Make Counterexample to Students' Misconceptions -- 2.1 Framework of EBS -- 2.2 Related Work -- 3 Experiment -- 3.1 Purpose -- 3.2 Instruments -- 4 Results and Discussion -- 4.1 Result in a Junior High School -- 4.2 Result in a Technical College -- 4.3 Implication -- 5 Conclusion -- References -- Algorithm for Uniform Test Assembly Using a Maximum Clique Problem and Integer Programming -- 1 Introduction -- 2 Item Response Theory -- 3 Maximum Clique Algorithm for Uniform Test Assembly -- 4 Uniform Test Assembly Using the Maximum Clique Algorithm and Integer Programming -- 5 Experiments -- 6 Conclusion. , References -- Personalized Tag-Based Knowledge Diagnosis to Predict the Quality of Answers in a Community of Learners -- Abstract -- 1 Introduction -- 2 Data Description -- 2.1 Data Preprocessing -- 3 Understanding the Reasons for "Poor Answers" -- 4 Modelling Framework -- 5 Validity of the Model and Results -- 6 Discussion -- 7 Related Work -- 8 Conclusion -- Acknowledgements -- References -- iSTART-ALL: Confronting Adult Low Literacy with Intelligent Tutoring for Reading Comprehension -- Abstract -- 1 Introduction -- 1.1 iSTART -- 1.2 Modifying iSTART for Adult Literacy Learners -- 2 Method -- 2.1 Participants -- 2.2 Measures -- 2.3 Procedure -- 3 Results -- 3.1 Perceptions of the Narrative -- 3.2 Online Performance Measures -- 4 Conclusions -- Acknowledgments -- References -- Adapting Step Granularity in Tutorial Dialogue Based on Pretest Scores -- 1 Introduction -- 2 The Rimac Tutorial Dialogue System -- 3 Adaptive Step Decomposition -- 4 Evaluation -- 4.1 Participants -- 4.2 Materials -- 4.3 Protocol -- 4.4 Results -- 5 Conclusions and Future Work -- References -- The Impact of Student Individual Differences and Visual Attention to Pedagogical Agents During Learning with MetaTutor -- Abstract -- 1 Introduction -- 2 Related Work -- 3 MetaTutor -- 4 User Study -- 4.1 Individual Differences: Achievement Goals and Personality Traits -- 4.2 Procedure and Experimental Conditions -- 5 Gaze Data Processing and AOIs -- 6 Data Analysis -- 7 Results -- 8 Conclusion -- Acknowledgements -- References -- Automatic Extraction of AST Patterns for Debugging Student Programs -- 1 Introduction -- 2 Background -- 3 AST Patterns -- 4 Method -- 4.1 Extracting Patterns -- 4.2 Learning Rules -- 4.3 Generating Hints -- 5 Evaluation -- 6 Conclusion -- References -- Dusting Off the Messy Middle: Assessing Students' Inquiry Skills Through Doing and Writing -- Abstract. , 1 Introduction -- 1.1 Doing Science -- 1.2 Writing Explanations -- 2 Method -- 2.1 Participants and Materials -- 2.2 Measures -- 2.3 Statistical Analysis -- 3 Results and Discussion -- 3.1 Results of Linear Regression -- 3.2 Results of Chi-Squire -- 3.3 Results of GLM -- 4 General Discussion and Implications -- Acknowledgement -- References -- Impact of Pedagogical Agents' Conversational Formality on Learning and Engagement -- Abstract -- 1 Introduction -- 1.1 Teacher Language and Formality -- 1.2 Engagement -- 2 Method -- 2.1 Participants -- 2.2 Materials -- 2.3 Manipulation -- 2.4 Procedure -- 2.5 Dependent Variables and Measures -- 3 Results and Discussion -- 4 Implications and Future Directions -- Acknowledgement -- References -- iSTART Therefore I Understand: But Metacognitive Supports Did not Enhance Comprehension Gains -- Abstract -- 1 Introduction -- 1.1 iSTART -- 1.2 Game-Based Practice -- 1.3 Metacognitive Features -- 1.4 Current Study -- 2 Method -- 2.1 Participants -- 2.2 Design and Materials -- 2.3 Procedure -- 2.4 Scoring -- 3 Results -- 3.1 Self-explanations -- 3.2 Comprehension Tests -- 4 Conclusions -- Acknowledgments -- References -- Inducing Stealth Assessors from Game Interaction Data -- Abstract -- 1 Introduction -- 2 Related Work -- 3 Engage Game-Based Learning Environment -- 4 LSTM-Based Stealth Assessment Framework -- 4.1 Long Short-Term Memory Networks -- 4.2 Configuring LSTMs for Evidence Modeling -- 5 Evaluation -- 6 Conclusions and Future Work -- Acknowledgments -- References -- Supporting Constructive Video-Based Learning: Requirements Elicitation from Exploratory Studies -- Abstract -- 1 Introduction -- 2 Operationalisation of the ICAP Framework for AVW -- 3 Experimental Design -- 4 Findings: Recommendations for Intelligent Support -- 5 Discussion: Towards Intelligent Nudging -- 6 Conclusions -- Acknowledgments. , References -- Affect Dynamics in Military Trainees Using vMedic: From Engaged Concentration to Boredom to Confusion -- Abstract -- 1 Introduction -- 2 Previous Research -- 2.1 Cognitive-Affective Learning -- 2.2 Affect Dynamics -- 3 Methods -- 3.1 Learning Environment and Participants -- 3.2 Observation Protocol (BROMP) -- 3.3 Data and Analysis (D'Mello's L) -- 4 Results -- 5 Conclusions -- Acknowledgments -- References -- Behavioral Engagement Detection of Students in the Wild -- Abstract -- 1 Introduction -- 2 Methodology -- 3 Experiments and Results -- 4 Conclusion and Future Directions -- References -- Improving Reading Comprehension with Automatically Generated Cloze Item Practice -- 1 Introduction -- 2 Method -- 2.1 Design -- 2.2 Participants -- 2.3 Materials -- 2.4 Procedure -- 3 Results and Discussion -- 4 Conclusion -- References -- Variations of Gaming Behaviors Across Populations of Students and Across Learning Environments -- Abstract -- 1 Introduction -- 2 Method -- 2.1 Model -- 2.2 Data -- 3 Results -- 4 Discussion -- 4.1 Differences Across Populations of Students -- 4.2 Differences Across Learning Environments -- 5 Conclusion -- Acknowledgement -- References -- Identifying Productive Inquiry in Virtual Labs Using Sequence Mining -- 1 Introduction -- 2 Background -- 3 Methods -- 3.1 Data Collection -- 3.2 Identifying Novice Learners -- 3.3 Abstracting Sequences of Actions from Log Data -- 3.4 Mining Interesting Sequences of Actions -- 4 Results -- 5 Discussion -- References -- ``Thanks Alisha, Keep in Touch'': Gender Effects and Engagement with Virtual Learning Companions -- 1 Introduction -- 2 Related Work -- 3 Game-Based Learning Environment -- 4 Learning Companion Design -- 5 Virtual Learning Companion Study -- 6 Results -- 7 Discussion -- 8 Design Recommendations -- 9 Conclusion -- References. , Hint Generation Under Uncertainty: The Effect of Hint Quality on Help-Seeking Behavior.

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Note: Literaturverzeichnis: Seite 36-38

Note: nIndex. - Contract BMBF 01 IW 806. - Text in German , Differences between the printed and electronic version of the document are possible , Also available as printed version , Systemvoraussetzungen: Acrobat reader.

Note: Förderkennzeichen BMBF 16SV7232. - Verbund-Nummer 01158723 , Autoren dem Berichtsblatt entnommen. - Paralleltitel dem englischen Berichtsblatt entnommen , Unterschiede zwischen dem gedruckten Dokument und der elektronischen Ressource können nicht ausgeschlossen werden , Sprache der Zusammenfassungen: Englisch, Deutsch