This paper describes the work that is done by a group of I3 students at Philips CFT in Eindhoven, Netherlands. I3 is an initiative of Fontys University of Professional Education also located in Eindhoven. The work focuses on the use of computer vision in motion control. Experiments are done with several techniques for object recognition and tracking, and with the guidance of a robot movement by means of computer vision. These experiments involve detection of coloured objects, object detection based on specific features, template matching with automatically generated templates, and interaction of a robot with a physical object that is viewed by a camera mounted on the robot.
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To benefit from the social capabilities of a robot math tutor, instead of being distracted by them, a novel approach is needed where the math task and the robot's social behaviors are better intertwined. We present concrete design specifications of how children can practice math via a personal conversation with a social robot and how the robot can scaffold instructions. We evaluated the designs with a three-session experimental user study (n = 130, 8-11 y.o.). Participants got better at math over time when the robot scaffolded instructions. Furthermore, the robot felt more as a friend when it personalized the conversation.
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This paper presents a multi-layer scheme to control a formation of three mobile robots. Each layer works as an independent module, dealing with a specific part of the problem of formation control, thus giving to the system more flexibility. In order to reduce formation errors, the proposed architecture includes a layer which performs an adaptive dynamic compensation, using a robust updating law, which compensates for each robot dynamics. The controller is able to guide the robots to the desired formation, including the possibility of time-varying position and/or shape. Stability analysis is performed for the closed-loop system, and the result is that the formation errors are ultimately bounded. Finally, simulation results for a group of three unicycle-like mobile robots are presented, which show that system performance is improved when the adaptive dynamic compensation layer is included in the formation control scheme. © 2009 IEEE.
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Hospitalisation is stressful for children. Play material is often offered for distraction and comfort. Weexplored how contact with social robot PLEO could positively affect a child’s well-being. To this end, we performed a multiple case study on the paediatric ward of two hospitals. Child life specialists offered PLEO as a therapeutic activity to children in a personalised way for a well-being related purpose in three to five play like activity sessions during hospital visits/stay. Robot–child interaction was observed; care professionals, children and parents were interviewed. Applying direct content analysis revealed six categories of interest: interaction with PLEO, role of the adults, preferences for PLEO, PLEO as buddy, attainment of predetermined goal(s) and deployment of PLEO. Four girls and five boys, aged 4–13, had PLEO offered as a relief from stress or boredom or for physical stimulation. All but one started interacting with PLEO and showed behaviours like hugging, caring or technical exploration, promoting relaxation, activation and/or making contact. Interaction with PLEO contributed to achieving the well-being related purpose for six of them. PLEO was perceived as attractive to elicit play. Although data are limited, promising results emerge that the well-being of hospitalised children might be fostered by a personalised PLEO offer.
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Programmed control systems are ubiquitous in the present-day world. In current educational practice, however, these systems are hardly being addressed, and little is known about children’s spontaneous understandings about such systems. Therefore, we explored pupils’ understandings prior to instruction in three concrete settings: a car park, an elevator, and an autonomous robot. We analysed written responses from 49 Grade 3 (aged 7 to 10) and Grade 6 pupils (aged 10 to 13) to assess their understandings from two perspectives: the user and the system programmer perspective. Results indicate that most pupils were capable describing programmed systems from a user perspective point of view but found it hard to describe the system programmer perspective. Substantial differences were found between the contexts. The car park context evoked richer descriptions for the user perspective and the system programmer perspective in comparison to the elevator and autonomous robot contexts.
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This study aimed (1) to examine the contribution of robot ZORA in achieving therapeutic and educational goals in rehabilitation and special education for children with severe physical disabilities, and (2) to discover the roles professionals attribute to robot ZORA when it is used in robot-based play interventions in rehabilitation and special education for children with severe physical disabilities. A multi-centre mixed methods study was conducted among children with severe physical disabilities in two centres for rehabilitation and one school for special education. The participating children played with robot ZORA six times during a period of 6 weeks, in individual or group sessions. Quantitative data were gathered about the contribution of ZORA in reaching individual goals for all of the participating children, using the Individually Prioritized Problem Assessment (IPPA). Playfulness was measured with a visual analogue scale (0–10) and children could indicate whether they liked the sessions using a scale consisting of smileys. Video-stimulated recall interviews were used to collect qualitative data about the different roles of ZORA. In total, 33 children and 12 professionals participated in the study. The results of the IPPA showed a significant contribution of ZORA to the achievement of (children’s) individual goals. The data gathered using the IPPA during the ZORA-based interventions showed that the largest contributions of robot ZORA lie in the domains of movement skills and communication skills. Playfulness of the sessions was 7.5 on average and 93% of the sessions were evaluated as ‘enjoyable’ by the children. Overall, ZORA could positively contribute to the achievement of individual goals for children with severe physical disabilities. According to the participating professionals the most promising roles in which robot ZORA can be used are motivator, rewarder or instructor.
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The current study investigated how individual differences among children affect the added value of social robots for teaching second language (L2) vocabulary to young children. Specifically, we investigated the moderating role of three individual child characteristics deemed relevant for language learning: first language (L1) vocabulary knowledge, phonological memory, and selective attention. We expected children low in these abilities to particularly benefit from being assisted by a robot in a vocabulary training. An L2 English vocabulary training intervention consisting of seven sessions was administered to 193 monolingual Dutch five-year-old children over a three- to four-week period. Children were randomly assigned to one of three experimental conditions: 1) a tablet only, 2) a tablet and a robot that used deictic (pointing) gestures (the no-iconic-gestures condition), or 3) a tablet and a robot that used both deictic and iconic gestures (i.e., gestures depicting the target word; the iconic-gestures condition). There also was a control condition in which children did not receive a vocabulary training, but played dancing games with the robot. L2 word knowledge was measured directly after the training and two to four weeks later. In these post-tests, children in the experimental conditions outperformed children in the control condition on word knowledge, but there were no differences between the three experimental conditions. Several moderation effects were found. The robot's presence particularly benefited children with larger L1 vocabularies or poorer phonological memory, while children with smaller L1 vocabularies or better phonological memory performed better in the tablet-only condition. Children with larger L1 vocabularies and better phonological memory performed better in the no-iconic-gestures condition than in the iconic-gestures condition, while children with better selective attention performed better in the iconic-gestures condition than the no-iconic-gestures condition. Together, the results showed that the effects of the robot and its gestures differ across children, which should be taken into account when designing and evaluating robot-assisted L2 teaching interventions.
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Robot tutors provide new opportunities for education. However, they also introduce moral challenges. This study reports a systematic literature re-view (N = 256) aimed at identifying the moral considerations related to ro-bots in education. While our findings suggest that robot tutors hold great potential for improving education, there are multiple values of both (special needs) children and teachers that are impacted (positively and negatively) by its introduction. Positive values related to robot tutors are: psychological welfare and happiness, efficiency, freedom from bias and usability. However, there are also concerns that robot tutors may negatively impact these same values. Other concerns relate to the values of friendship and attachment, human contact, deception and trust, privacy, security, safety and accountability. All these values relate to children and teachers. The moral values of other stakeholder groups, such as parents, are overlooked in the existing literature. The results suggest that, while there is a potential for ap-plying robot tutors in a morally justified way, there are imported stake-holder groups that need to be consulted to also take their moral values into consideration by implementing tutor robots in an educational setting. (from Narcis.nl)
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The use of the Zora robot was monitored and evaluated in 14 nursing care organizations (15 locations). The Zora robot, a Não robot with software, is designed as a social robot and used for pleasure and entertainment or to stimulate the physical activities of clients in residential care. In the first year, the aim was to monitor and evaluate how the care robot is used in daily practice. In the second year, the focus was on evaluating whether the use of Zora by care professionals can be extended to more groups and other type of clients. Interviews, questionnaires and observations were used as instruments to reveal the progress in the use of the robot and to reveal the facilitators and barriers. Care professionals experienced several barriers in the use of the robot (e.g., start-up time and software failures). The opportunity they had to discuss their experience during project team meetings was seen as a facilitator in the project. Furthermore, they mentioned that the Zora robot had a positive influence on clients as it created added value for the care professionals in having fun at work.
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This report is the final report for the FPGA accelerated PID controller, part of the Distributed Control Systems project. This project runs within the Lectoraat Robotics and High Tech Mechatronics of Fontys Hogeschool Engineering Eindhoven. The Lectoraat has the goal to develop applicable knowledge to support education and industry. This knowledge is acquired with projects run in conjunction with the industry. The report will go into detail for the software designed for this project, not the hardware design. This report is intended for follow up students working on the Distributed Control Systems project. Within this report the assumption is made that the reader is at least familiar with the terms EtherCAT, FPGA, Linux and PID controllers. However for each part a small basic introduction is included. For readers looking for the accomplishments in this project, the results are in chapter six. Following are short descriptions of the chapters in this report. The first chapter will give a short introduction to the project. It talks about why the project was conceived, where the project was done and what the expected end result is. The second chapter, the problem definition, talks about how the project has been defined, what is included and what is not and how the customer expects the final product to function and look like. The third chapter details the methodology used during this project. All the research preformed for this project will be described in the forth chapter. This chapter goes into the research into the Xilinx Zynq 7000 chip, Beckhoff's EtherCAT system, how the Serial Peripheral Interface works and how a PID controller functions. Following in chapter five the design is expanded upon. First the toolchain for building for the Zynq chip is explained. This is followed by and explanation of the different software parts that have been designed. Finally chapters six and seven provide the results and the conclusions and recommendations for this project.
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