Abstract
Robots are gradually but steadily being introduced in our daily lives. A paramount application is that of education, where robots can assume the role of a tutor, a peer or simply a tool to help learners in a specific knowledge domain. Such endeavor posits specific challenges: affective social behavior, proper modelling of the learner’s progress, discrimination of the learner’s utterances, expressions and mental states, which, in turn, require an integrated architecture combining perception, cognition and action. In this paper we present an attempt to improve the current state of robots in the educational domain by introducing the EASEL EU project. Specifically, we introduce the EASEL’s unified robot architecture, an innovative Synthetic Tutor Assistant (STA) whose goal is to interactively guide learners in a science-based learning paradigm, allowing us to achieve such rich multimodal interactions.
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Acknowledgments
This work is supported by grants from the European Research Council under the European Union’s 7th Framework Programme FP7/2007-2013/ERC grant agreement n. 611971 (EASEL) and n. 341196 (CDAC) to Paul F. M. J. Verschure.
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Vouloutsi, V. et al. (2016). Towards a Synthetic Tutor Assistant: The EASEL Project and its Architecture. In: Lepora, N., Mura, A., Mangan, M., Verschure, P., Desmulliez, M., Prescott, T. (eds) Biomimetic and Biohybrid Systems. Living Machines 2016. Lecture Notes in Computer Science(), vol 9793. Springer, Cham. https://doi.org/10.1007/978-3-319-42417-0_32
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