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Dan O Popa

Publications and source records attributed to Dan O Popa.

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Multimodal Sensing and Machine Learning to Compare Printed and Verbal Assembly Instructions Delivered by a Social Robot

In this paper, we compare a manual assembly task communicated to workers using both printed and robot-delivered instructions. The comparison was made using physiological signals (blood volume pulse (BVP) and electrodermal activity (EDA)) collected from individuals during an experimental study. In addition, we also collected responses of individuals using the NASA Task Load Index (TLX) survey. Furthermore, we mapped the collected physiological signals to the responses of participants for NASA TLX to predict their workload. For both the classification problems, we compare the performance of Convolutional Neural Networks (CNNs) and Long-Short-Term Memory (LSTM) models. Results show that for our CNN-based approach using multimodal data (both BVP and EDA) gave better results than using just BVP (approx. 8.38% more) and EDA (approx 20.49% more). Our LSTM-based model too had better results when we used multimodal data (approx 8.38% more than just BVP and 6.70% more than just EDA). Overall, CNNs performed better than LSTMs for classifying physiologies for paper vs robot-based instruction by 7.72%. The CNN-based model was able to give better classification results (approximately 17.83% more on an average across all responses of the NASA TLX) within a few minutes of training compared to the LSTM-based models.

cs.HC

Human-mediated Large Language Models for Robotic Intervention in Children with Autism Spectrum Disorders

The robotic intervention for individuals with Autism Spectrum Disorder (ASD) has generally used pre-defined scripts to deliver verbal content during one-to-one therapy sessions. This practice restricts the use of robots to limited, pre-mediated instructional curricula. In this paper, we increase robot autonomy in one such robotic intervention for children with ASD by implementing perspective-taking teaching. Our approach uses large language models (LLM) to generate verbal content as texts and then deliver it to the child via robotic speech. In the proposed pipeline, we teach perspective-taking through which our robot takes up three roles: initiator, prompter, and reinforcer. We adopted the GPT-2 + BART pipelines to generate social situations, ask questions (as initiator), and give options (as prompter) when required. The robot encourages the child by giving positive reinforcement for correct answers (as a reinforcer). In addition to our technical contribution, we conducted ten-minute sessions with domain experts simulating an actual perspective teaching session, with the researcher acting as a child participant. These sessions validated our robotic intervention pipeline through surveys, including those from NASA TLX and GodSpeed. We used BERTScore to compare our GPT-2 + BART pipeline with an all GPT-2 and found the performance of the former to be better. Based on the responses by the domain experts, the robot session demonstrated higher performance with no additional increase in mental or physical demand, temporal demand, effort, or frustration compared to a no-robot session. We also concluded that the domain experts perceived the robot as ideally safe, likable, and reliable.

cs.RO