The Experts below are selected from a list of 33102 Experts worldwide ranked by ideXlab platform

Henrik Schmidt - One of the best experts on this subject based on the ideXlab platform.

  • HRI (Companion) - Preliminary Interactions of Human-Robot Trust, Cognitive Load, and Robot Intelligence Levels in a Competitive Game
    Companion of the 2018 ACM IEEE International Conference on Human-Robot Interaction, 2018
    Co-Authors: Michael Novitzky, Paul Robinette, Michael R Benjamin, Danielle K Gleason, Caileigh Fitzgerald, Henrik Schmidt
    Abstract:

    This paper presents a pilot study in which we examine the interactions between human-robot teammate trust, cognitive load, and robot intelligence levels. In particular, we attempt to assess these interactions during a Competitive Game of capture the flag played between a human and a robot. We present results while the human plays against robots of different intelligence levels and determines their level of trust of each robot as a potential teammate through a post experiment questionnaire. We also present our exploration of heart rate measures as approximations of cognitive load. It is our goal to determine guidelines for future autonomy and interaction designers such that their systems will reduce cognitive load and increase the level of trust in robot teammates. This is an initial experiment that uses the least amount of vehicles yet still gathers Competitive data on the water. Future experiments will increase in complexity to many opponents and many teammates.

  • preliminary interactions of human robot trust cognitive load and robot intelligence levels in a Competitive Game
    Human-Robot Interaction, 2018
    Co-Authors: Michael Novitzky, Paul Robinette, Michael R Benjamin, Danielle K Gleason, Caileigh Fitzgerald, Henrik Schmidt
    Abstract:

    This paper presents a pilot study in which we examine the interactions between human-robot teammate trust, cognitive load, and robot intelligence levels. In particular, we attempt to assess these interactions during a Competitive Game of capture the flag played between a human and a robot. We present results while the human plays against robots of different intelligence levels and determines their level of trust of each robot as a potential teammate through a post experiment questionnaire. We also present our exploration of heart rate measures as approximations of cognitive load. It is our goal to determine guidelines for future autonomy and interaction designers such that their systems will reduce cognitive load and increase the level of trust in robot teammates. This is an initial experiment that uses the least amount of vehicles yet still gathers Competitive data on the water. Future experiments will increase in complexity to many opponents and many teammates.

Kenneth R. Koedinger - One of the best experts on this subject based on the ideXlab platform.

  • Studying the Effect of a Competitive Game Show in a Learning by Teaching Environment
    International Journal of Artificial Intelligence in Education, 2013
    Co-Authors: Noboru Matsuda, Evelyn Yarzebinski, Victoria Keiser, Rohan Raizada, Gabriel J. Stylianides, Kenneth R. Koedinger
    Abstract:

    In this paper we investigate how competition among tutees in the context of learning by teaching affects tutors’ engagement as well as tutor learning. We conducted this investigation by incorporating a Competitive Game Show feature into an online learning environment where students learn to solve algebraic equations by teaching a synthetic peer, called SimStudent. In the Game Show, pairs of SimStudents trained by students beforehand competed against each other by solving challenging problems to attain higher ratings. The results of a classroom study with 141 7th through 9th grade students showed the following: (1) Students improved their proficiency to solve equations after teaching SimStudent, but there was no observed improvement in their conceptual understanding. (2) Overall, the Competitive Game Show promoted students’ extrinsic and intrinsic motivations—when the Competitive Game Show was available, students’ engagement in tutoring (intrinsic motivation) was increased; students who arguably had a higher desire to win strategically selected opponents with lower proficiency for an easy win (extrinsic motivation). (3) The availability of the Competitive Game Show did not affect tutor learning; there was no notable correlation between students’ motivation (intrinsic or extrinsic) and tutor learning. Based on these findings, we propose design improvements to increase tutor learning.

  • Studying the Effect of a Competitive Game Show in a Learning by Teaching Environment
    International Journal of Artificial Intelligence in Education, 2013
    Co-Authors: Noboru Matsuda, Evelyn Yarzebinski, Victoria Keiser, Rohan Raizada, Gabriel J. Stylianides, Kenneth R. Koedinger
    Abstract:

    In this paper we investigate how competition among tutees in the context of learning by teaching affects tutors' engagement as well as tutor learning. We conducted this investigation by incorporating a Competitive Game Show feature into an online learning environment where students learn to solve algebraic equations by teaching a synthetic peer, called SimStudent. In the Game Show, pairs of SimStudents trained by students beforehand competed against each other by solving challenging problems to attain higher ratings. The results of a classroom study with 141 7th through 9th grade students showed the following: (1) Students improved their proficiency to solve equations after teaching SimStudent, but there was no observed improvement in their conceptual understanding. (2) Overall, the Competitive Game Show promoted students' extrinsic and intrinsic motivations - when the Competitive Game Show was available, students' engagement in tutoring (intrinsic motivation) was increased; students who arguably had a higher desire to win strategically selected opponents with lower proficiency for an easy win (extrinsic motivation). (3) The availability of the Competitive Game Show did not affect tutor learning; there was no notable correlation between students' motivation (intrinsic or extrinsic) and tutor learning. Based on these findings, we propose design improvements to increase tutor learning. © 2013 International Artificial Intelligence in Education Society

  • motivational factors for learning by teaching the effect of a Competitive Game show in a virtual peer learning environment
    Intelligent Tutoring Systems, 2012
    Co-Authors: Noboru Matsuda, Evelyn Yarzebinski, Victoria Keiser, Rohan Raizada, Gabriel J. Stylianides, Kenneth R. Koedinger
    Abstract:

    To study the impact of extrinsic motivational intervention, a Competitive Game Show was integrated into an on-line learning environment where students learn algebra equation solving by teaching a synthetic peer learner, called SimStudent. In the Game Show, a pair of SimStudents competed with each other by solving challenging problems to achieve higher ratings. To evaluate the effectiveness of the Game Show in the context of learning by teaching, we conducted a classroom study with 141 students in 7thto 9th grade. The results showed that to facilitate students' learning, the Game Show setting must be carefully designed so that (1) the Game Show goal and learning goal are aligned, and (2) it fosters a symbiotic scenario in which both winners and losers of the Game show learn.

  • ITS - Motivational factors for learning by teaching: the effect of a Competitive Game show in a virtual peer-learning environment
    Intelligent Tutoring Systems, 2012
    Co-Authors: Noboru Matsuda, Evelyn Yarzebinski, Victoria Keiser, Rohan Raizada, Gabriel J. Stylianides, Kenneth R. Koedinger
    Abstract:

    To study the impact of extrinsic motivational intervention, a Competitive Game Show was integrated into an on-line learning environment where students learn algebra equation solving by teaching a synthetic peer learner, called SimStudent. In the Game Show, a pair of SimStudents competed with each other by solving challenging problems to achieve higher ratings. To evaluate the effectiveness of the Game Show in the context of learning by teaching, we conducted a classroom study with 141 students in 7thto 9th grade. The results showed that to facilitate students' learning, the Game Show setting must be carefully designed so that (1) the Game Show goal and learning goal are aligned, and (2) it fosters a symbiotic scenario in which both winners and losers of the Game show learn.

Michael Novitzky - One of the best experts on this subject based on the ideXlab platform.

  • HRI (Companion) - Preliminary Interactions of Human-Robot Trust, Cognitive Load, and Robot Intelligence Levels in a Competitive Game
    Companion of the 2018 ACM IEEE International Conference on Human-Robot Interaction, 2018
    Co-Authors: Michael Novitzky, Paul Robinette, Michael R Benjamin, Danielle K Gleason, Caileigh Fitzgerald, Henrik Schmidt
    Abstract:

    This paper presents a pilot study in which we examine the interactions between human-robot teammate trust, cognitive load, and robot intelligence levels. In particular, we attempt to assess these interactions during a Competitive Game of capture the flag played between a human and a robot. We present results while the human plays against robots of different intelligence levels and determines their level of trust of each robot as a potential teammate through a post experiment questionnaire. We also present our exploration of heart rate measures as approximations of cognitive load. It is our goal to determine guidelines for future autonomy and interaction designers such that their systems will reduce cognitive load and increase the level of trust in robot teammates. This is an initial experiment that uses the least amount of vehicles yet still gathers Competitive data on the water. Future experiments will increase in complexity to many opponents and many teammates.

  • preliminary interactions of human robot trust cognitive load and robot intelligence levels in a Competitive Game
    Human-Robot Interaction, 2018
    Co-Authors: Michael Novitzky, Paul Robinette, Michael R Benjamin, Danielle K Gleason, Caileigh Fitzgerald, Henrik Schmidt
    Abstract:

    This paper presents a pilot study in which we examine the interactions between human-robot teammate trust, cognitive load, and robot intelligence levels. In particular, we attempt to assess these interactions during a Competitive Game of capture the flag played between a human and a robot. We present results while the human plays against robots of different intelligence levels and determines their level of trust of each robot as a potential teammate through a post experiment questionnaire. We also present our exploration of heart rate measures as approximations of cognitive load. It is our goal to determine guidelines for future autonomy and interaction designers such that their systems will reduce cognitive load and increase the level of trust in robot teammates. This is an initial experiment that uses the least amount of vehicles yet still gathers Competitive data on the water. Future experiments will increase in complexity to many opponents and many teammates.

Noboru Matsuda - One of the best experts on this subject based on the ideXlab platform.

  • Studying the Effect of a Competitive Game Show in a Learning by Teaching Environment
    International Journal of Artificial Intelligence in Education, 2013
    Co-Authors: Noboru Matsuda, Evelyn Yarzebinski, Victoria Keiser, Rohan Raizada, Gabriel J. Stylianides, Kenneth R. Koedinger
    Abstract:

    In this paper we investigate how competition among tutees in the context of learning by teaching affects tutors’ engagement as well as tutor learning. We conducted this investigation by incorporating a Competitive Game Show feature into an online learning environment where students learn to solve algebraic equations by teaching a synthetic peer, called SimStudent. In the Game Show, pairs of SimStudents trained by students beforehand competed against each other by solving challenging problems to attain higher ratings. The results of a classroom study with 141 7th through 9th grade students showed the following: (1) Students improved their proficiency to solve equations after teaching SimStudent, but there was no observed improvement in their conceptual understanding. (2) Overall, the Competitive Game Show promoted students’ extrinsic and intrinsic motivations—when the Competitive Game Show was available, students’ engagement in tutoring (intrinsic motivation) was increased; students who arguably had a higher desire to win strategically selected opponents with lower proficiency for an easy win (extrinsic motivation). (3) The availability of the Competitive Game Show did not affect tutor learning; there was no notable correlation between students’ motivation (intrinsic or extrinsic) and tutor learning. Based on these findings, we propose design improvements to increase tutor learning.

  • Studying the Effect of a Competitive Game Show in a Learning by Teaching Environment
    International Journal of Artificial Intelligence in Education, 2013
    Co-Authors: Noboru Matsuda, Evelyn Yarzebinski, Victoria Keiser, Rohan Raizada, Gabriel J. Stylianides, Kenneth R. Koedinger
    Abstract:

    In this paper we investigate how competition among tutees in the context of learning by teaching affects tutors' engagement as well as tutor learning. We conducted this investigation by incorporating a Competitive Game Show feature into an online learning environment where students learn to solve algebraic equations by teaching a synthetic peer, called SimStudent. In the Game Show, pairs of SimStudents trained by students beforehand competed against each other by solving challenging problems to attain higher ratings. The results of a classroom study with 141 7th through 9th grade students showed the following: (1) Students improved their proficiency to solve equations after teaching SimStudent, but there was no observed improvement in their conceptual understanding. (2) Overall, the Competitive Game Show promoted students' extrinsic and intrinsic motivations - when the Competitive Game Show was available, students' engagement in tutoring (intrinsic motivation) was increased; students who arguably had a higher desire to win strategically selected opponents with lower proficiency for an easy win (extrinsic motivation). (3) The availability of the Competitive Game Show did not affect tutor learning; there was no notable correlation between students' motivation (intrinsic or extrinsic) and tutor learning. Based on these findings, we propose design improvements to increase tutor learning. © 2013 International Artificial Intelligence in Education Society

  • motivational factors for learning by teaching the effect of a Competitive Game show in a virtual peer learning environment
    Intelligent Tutoring Systems, 2012
    Co-Authors: Noboru Matsuda, Evelyn Yarzebinski, Victoria Keiser, Rohan Raizada, Gabriel J. Stylianides, Kenneth R. Koedinger
    Abstract:

    To study the impact of extrinsic motivational intervention, a Competitive Game Show was integrated into an on-line learning environment where students learn algebra equation solving by teaching a synthetic peer learner, called SimStudent. In the Game Show, a pair of SimStudents competed with each other by solving challenging problems to achieve higher ratings. To evaluate the effectiveness of the Game Show in the context of learning by teaching, we conducted a classroom study with 141 students in 7thto 9th grade. The results showed that to facilitate students' learning, the Game Show setting must be carefully designed so that (1) the Game Show goal and learning goal are aligned, and (2) it fosters a symbiotic scenario in which both winners and losers of the Game show learn.

  • ITS - Motivational factors for learning by teaching: the effect of a Competitive Game show in a virtual peer-learning environment
    Intelligent Tutoring Systems, 2012
    Co-Authors: Noboru Matsuda, Evelyn Yarzebinski, Victoria Keiser, Rohan Raizada, Gabriel J. Stylianides, Kenneth R. Koedinger
    Abstract:

    To study the impact of extrinsic motivational intervention, a Competitive Game Show was integrated into an on-line learning environment where students learn algebra equation solving by teaching a synthetic peer learner, called SimStudent. In the Game Show, a pair of SimStudents competed with each other by solving challenging problems to achieve higher ratings. To evaluate the effectiveness of the Game Show in the context of learning by teaching, we conducted a classroom study with 141 students in 7thto 9th grade. The results showed that to facilitate students' learning, the Game Show setting must be carefully designed so that (1) the Game Show goal and learning goal are aligned, and (2) it fosters a symbiotic scenario in which both winners and losers of the Game show learn.

Christopher D Frith - One of the best experts on this subject based on the ideXlab platform.

  • imaging the intentional stance in a Competitive Game
    NeuroImage, 2002
    Co-Authors: Helen L Gallagher, Andreas Roepstorff, Anthony I Jack, Christopher D Frith
    Abstract:

    The "intentional stance" is the disposition to treat an entity as a rational agent, possessing particular beliefs, desires, and intentions, in order to interpret and predict it's behavior. The intentional stance is a component of a broader social cognitive function, mentalizing. Here we report a study that investigates the neural substrates of "on-line" mentalizing, using PET, by asking volunteers to second-guess an oppo- nent. In order to identify brain activity specifically associated with adoption of an intentional stance, we used a paradigm that allowed tight control of other cognitive demands. Volunteers played a computerised version of the children's Game "stone, paper, scissors." In the mentalizing condition volunteers believed they were playing against the experimenter. In the compar- ison condition, volunteers believed they were playing against a computer. In fact, during the actual scan- ning, the "opponent" produced a random sequence in both conditions. The only difference was the attitude, or stance, adopted by the volunteer. Only one region was more active when volunteers adopted the inten- tional stance. This was in anterior paracingulate cor- tex (bilaterally). This region has been activated in a number of previous studies involving mentalizing. However, this is the first study suggesting a specific link between activity in this brain region and the adoption of an intentional stance. © 2002 Elsevier

  • Imaging the intentional stance in a Competitive Game.
    NeuroImage, 2002
    Co-Authors: Helen L Gallagher, Andreas Roepstorff, Anthony I Jack, Christopher D Frith
    Abstract:

    The "intentional stance" is the disposition to treat an entity as a rational agent, possessing particular beliefs, desires, and intentions, in order to interpret and predict it's behavior. The intentional stance is a component of a broader social cognitive function, mentalizing. Here we report a study that investigates the neural substrates of "on-line" mentalizing, using PET, by asking volunteers to second-guess an opponent. In order to identify brain activity specifically associated with adoption of an intentional stance, we used a paradigm that allowed tight control of other cognitive demands. Volunteers played a computerised version of the children's Game "stone, paper, scissors." In the mentalizing condition volunteers believed they were playing against the experimenter. In the comparison condition, volunteers believed they were playing against a computer. In fact, during the actual scanning, the "opponent" produced a random sequence in both conditions. The only difference was the attitude, or stance, adopted by the volunteer. Only one region was more active when volunteers adopted the intentional stance. This was in anterior paracingulate cortex (bilaterally). This region has been activated in a number of previous studies involving mentalizing. However, this is the first study suggesting a specific link between activity in this brain region and the adoption of an intentional stance.