arXiv subjects

Friederike Eyssel

Publications and source records attributed to Friederike Eyssel.

7 recordsLinked to original sources

arXiv2026

Teachy Mini: Development and Preliminary Evaluation of a Knowledge-Based Generative Social Robot for Higher Education

Generative social robots (GSRs) powered by large language models offer new possibilities for personalized tutoring in higher education, but also introduce risks related to misinformation, missing transparency, or reinforcing incorrect student responses. Prior work identified knowledge-based design (KBD) requirements that define the informational prerequisites for GSRs to manifest responsible and effective tutoring behavior in higher education. In this paper, we operationalized selected KBD requirements in the Reachy Mini robot platform through system prompting, retrieval-augmented generation, and stateful prompt orchestration. As a result, we present Teachy Mini, a GSR tutoring system that was developed using KBD. To test the system, we conducted a preliminary evaluation study. Participants (N = 24) completed a robot-guided learning session about research methodologies. They learned either with Teachy Mini or with a control version that did not follow KBD principles. Teachy Mini was perceived as significantly more aligned with responsible tutoring behavior than the control robot. Moreover, a manipulation check illustrated that Teachy Mini used personalization, slide-grounded explanations, Socratic questioning, affective support, and learner-anchored feedback more consistently than the control robot. No significant between-condition differences were found in system acceptance, intrinsic motivation, or learning effectiveness, although exploratory analyses suggested a positive effect of KBD on objective learning gains when accounting for learner preferences. Overall, the study offered an initial implementation and preliminary evaluation of KBD for GSR tutoring, indicating that KBD can shape responsible robot behavior and potentially increase learning effectiveness in robot-supported learning.

cs.RO↗

arXiv2026

Understanding Persuasive Interactions between Generative Social Agents and Humans: The Knowledge-based Persuasion Model (KPM)

Generative social agents (GSAs) use artificial intelligence to autonomously communicate with human users in a natural and adaptive manner. Currently, there is a lack of theorizing regarding interactions with GSAs, and likewise, few guidelines exist for studying how they influence user attitudes and behaviors. Consequently, we propose the Knowledge-based Persuasion Model (KPM) as a novel theoretical framework. According to the KPM, a GSA's self-, user-, and context-knowledge drives its persuasive behavior, which in turn shapes attitudes and behaviors of a responding human user. Building on existing research, the model offers a structured approach to studying interactions with GSAs, supporting the development of agents that motivate rather than manipulate human users. Accordingly, the KPM encourages the integration of responsible GSAs that adhere to social norms and ethical standards with the goal of increasing user wellbeing. A preliminary evaluation study, as well as implications of the KPM for research and application domains such as healthcare and education are discussed.

cs.HC↗

arXiv2026

Knowledge-Based Design Requirements for Generative Social Robots in Higher Education

Generative social robots (GSRs) powered by large language models enable adaptive, conversational tutoring but also introduce risks such as misinformation, overreliance, and privacy violations. Existing frameworks for educational technologies and responsible AI primarily define desired behaviors, yet they rarely specify the knowledge prerequisites that enable generative agents to express these behaviors reliably. To address this gap, we adopt a knowledge-based design perspective and investigate what information tutoring-oriented GSRs require to function responsibly and effectively in higher education. Based on twelve semistructured interviews with university students and lecturers, we identified twelve design requirements across three knowledge types: self-knowledge (assertive, conscientious, and friendly personality with customizable role), user-knowledge (personalized information about student learning goals, learning progress, motivation type, emotional state, and background), and context-knowledge (learning materials, educational strategies, courserelated information, and physical learning environment). Drawing from these results, this work provides a structured foundation for the design of tutoring GSRs, aligning generative AI capabilities with pedagogical and ethical expectations.

cs.HC↗

arXiv2026

Never say never: Exploring the effects of available knowledge on agent persuasiveness in controlled physiotherapy motivation dialogues

Generative Social Agents (GSAs) are increasingly impacting human users through persuasive means. On the one hand, they might motivate users to pursue personal goals, such as healthier lifestyles. On the other hand, they are associated with potential risks like manipulation and deception, which are induced by limited control over probabilistic agent outputs. However, as GSAs manifest communicative patterns based on available knowledge, their behavior may be regulated through their access to such knowledge. Following this approach, we explored persuasive ChatGPT-generated messages in the context of human-robot physiotherapy motivation. We did so by comparing ChatGPT-generated responses to predefined inputs from a hypothetical physiotherapy patient. In Study 1, we qualitatively analyzed 13 ChatGPT-generated dialogue scripts with varying knowledge configurations regarding persuasive message characteristics. In Study 2, third-party observers (N = 27) rated a selection of these dialogues in terms of the agent's expressiveness, assertiveness, and persuasiveness. Our findings indicate that LLM-based GSAs can adapt assertive and expressive personality traits - significantly enhancing perceived persuasiveness. Moreover, persuasiveness significantly benefited from the availability of information about the patients' age and past profession, mediated by perceived assertiveness and expressiveness. Contextual knowledge about physiotherapy benefits did not significantly impact persuasiveness, possibly because the LLM had inherent knowledge about such benefits even without explicit prompting. Overall, the study highlights the importance of empirically studying behavioral patterns of GSAs, specifically in terms of what information generative AI systems require for consistent and responsible communication.

cs.HC↗

arXiv2025

Exploring persuasive interactions with generative social robots: An experimental framework

Integrating generative AI such as Large Language Models into social robots has improved their ability to engage in natural, human-like communication. This study presents a method to examine their persuasive capabilities. We designed an experimental framework focused on decision making and tested it in a pilot that varied robot appearance and self-knowledge. Using qualitative analysis, we evaluated interaction quality, persuasion effectiveness, and the robot's communicative strategies. Participants generally experienced the interaction positively, describing the robot as competent, friendly, and supportive, while noting practical limits such as delayed responses and occasional speech-recognition errors. Persuasiveness was highly context dependent and shaped by robot behavior: Participants responded well to polite, reasoned suggestions and expressive gestures, but emphasized the need for more personalized, context-aware arguments and clearer social roles. These findings suggest that generative social robots can influence user decisions, but their effectiveness depends on communicative nuance and contextual relevance. We propose refinements to the framework to further study persuasive dynamics between robots and human users.

cs.RO↗

arXiv2024

Measuring Transparency in Intelligent Robots

As robots become increasingly integrated into our daily lives, the need to make them transparent has never been more critical. Yet, despite its importance in human-robot interaction, a standardized measure of robot transparency has been missing until now. This paper addresses this gap by presenting the first comprehensive scale to measure perceived transparency in robotic systems, available in English, German, and Italian languages. Our approach conceptualizes transparency as a multidimensional construct, encompassing explainability, legibility, predictability, and meta-understanding. The proposed scale was a product of a rigorous three-stage process involving 1,223 participants. Firstly, we generated the items of our scale, secondly, we conducted an exploratory factor analysis, and thirdly, a confirmatory factor analysis served to validate the factor structure of the newly developed TOROS scale. The final scale encompasses 26 items and comprises three factors: Illegibility, Explainability, and Predictability. TOROS demonstrates high cross-linguistic reliability, inter-factor correlation, model fit, internal consistency, and convergent validity across the three cross-national samples. This empirically validated tool enables the assessment of robot transparency and contributes to the theoretical understanding of this complex construct. By offering a standardized measure, we facilitate consistent and comparable research in human-robot interaction in which TOROS can serve as a benchmark.

cs.RO↗

arXiv2019

Trust and Cognitive Load During Human-Robot Interaction

This paper presents an exploratory study to understand the relationship between a humans' cognitive load, trust, and anthropomorphism during human-robot interaction. To understand the relationship, we created a \say{Matching the Pair} game that participants could play collaboratively with one of two robot types, Husky or Pepper. The goal was to understand if humans would trust the robot as a teammate while being in the game-playing situation that demanded a high level of cognitive load. Using a humanoid vs. a technical robot, we also investigated the impact of physical anthropomorphism and we furthermore tested the impact of robot error rate on subsequent judgments and behavior. Our results showed that there was an inversely proportional relationship between trust and cognitive load, suggesting that as the amount of cognitive load increased in the participants, their ratings of trust decreased. We also found a triple interaction impact between robot-type, error-rate and participant's ratings of trust. We found that participants perceived Pepper to be more trustworthy in comparison with the Husky robot after playing the game with both robots under high error-rate condition. On the contrary, Husky was perceived as more trustworthy than Pepper when it was depicted as featuring a low error-rate. Our results are interesting and call further investigation of the impact of physical anthropomorphism in combination with variable error-rates of the robot.

cs.HC↗