Washington, District of Columbia
April 6, 2018
April 6, 2018
April 7, 2018
Appropriate and timely feedback has the potential to improve the learning process. In traditional learning environments, instructors can provide appropriate and timely feedback to students based on their performance and affective states. However, this type of feedback is challenging to provide when the student to instructor ratio high, such as in Engineering Lab environments. Hence, researchers have started exploring how intelligent systems, such as Collaborative-Robots (i.e., Co-Robots), can be implemented in learning environments to assist students towards the successful completion of a task by providing real-time performance feedback. Nonetheless, the type of feedback provided to students (e.g., positive or negative) can have a direct impact on their affective state and ultimately, their performance on tasks. Hence, providing real-time feedback to students may have a detrimental effect on their performance, if that feedback is not delivered at the appropriate time. Although researchers are making significant advances in improving human-co-robot interactions, determining when to provide feedback that advances students’ learning remains an open research question. In light of this, the authors explored the effects that different types of real-time feedback (i.e., positive and negative) have on students’ performance. Similarly, the effects of not providing real-time feedback are investigated. Furthermore, this work explores how students’ facial expression can be captured by Co-robot systems to better understand when to provide real-time performance feedback to students. This work contributes to advancing the field of human-co-robot interactions as well as the National Academy of Engineering’s grand challenge of personalized learning by demonstrating how a student’s facial expression can be employed by Co-robot systems to provide feedback that improves his/her performance.
Lopez, C. E., & Tucker, C. (2018, April), Exploring Human-Co-Robot Interactions: Real-time Feedback or not? Paper presented at 2018 ASEE Mid-Atlantic Section Spring Conference, Washington, District of Columbia. https://peer.asee.org/29462
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015