Hennerley, James, Dickinson, Matthew and Jiang, Ming (2017) Augmented Reality Enhanced Human Robot Interaction for Social Robots as e-Learning Companions. In: HCI 2017 - Digital make-believe, 3 - 6 July 2017, University of Sunderland, St Peter’s campus, Sunderland, UK.

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Abstract

The recent advancements in technology are bringing both Augmented Reality (AR) and social robotics into classrooms to enhance interpersonal communications alongside students’ motivation and engagement in learning. This paper presents a systematic overview of the applications of AR technology in educational settings whilst exploring the role of social robots and discussing the possible utilisations and integrations of the two technologies to facilitate student learning. In this work in progress paper, the authors have considered factors such as the novelty, learning types, advantages and challenges of utilising AR alongside social robots in the classrooms. The authors have identified current gaps of applying AR technology effectively in e-Learning context, which need to be addressed in future research when integrating with social robots into the learning environment to enhance Human Robot Interaction (HRI) based e-Learning companions. The authors also have proposed and developed two different integrated solution frameworks, which aim to bridge the paradigms of supporting robots as social actors. These AR technologies based frameworks promote enhanced interactions among students, social robots and the learning materials in an integrated e-Learning environment.

Item Type:	Conference or Workshop Item (Paper)
Uncontrolled Keywords:	Augmented Reality, Social Robot, Human-Robot Interaction, Learning Companion, Motivation, Engagement
Subjects:	Computing > Artificial Intelligence Computing > Human-Computer Interaction
Divisions:	Faculty of Technology Faculty of Technology > School of Computer Science
Related URLs:	10.14236/ewic/HCI2017.98
Depositing User:	Ming Jiang
Date Deposited:	09 Apr 2018 13:16
Last Modified:	18 Dec 2019 16:06
URI:	http://sure.sunderland.ac.uk/id/eprint/9055

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