arXiv subjects

Wing-Yue Geoffrey Louie

Publications and source records attributed to Wing-Yue Geoffrey Louie.

5 recordsLinked to original sources

arXiv2026

Examining the Difference in Human Behavior Between Virtual and Real-World Human-Robot Teaming

Prototyping and evaluating human-robot teaming (HRT) scenarios in the real-world is costly. Virtual simulation of HRT scenarios has been adopted as an alternative to conducting user studies in the real-world to investigate user perceptions, behaviors, and performance during human-robot interactions. The consistency of human behavior between the real and virtual-worlds is integral to the validity of utilizing such virtual experimentation. This paper presents a user study examining the difference in human behavior between an HRT scenario conducted in a virtual vs real environment. We employed mixed-methods to examine team performance and human factors during the HRT. Our quantitative results showed a significant difference in workload between the two modalities. Our qualitative analysis expanded on the quantitative results and found differences in participants' strategy, their mental model of robots, and the type of trust they had for robots between modalities.

cs.RO↗

arXiv2026

"What's going to happen after I'm gone?": Parent Perspectives on Technology in Supporting Independent Living for Adults with Intellectual Disabilities

Adults with intellectual and developmental disabilities (IDD) are increasingly transitioning from family homes towards semi-inde\-pendent living. As parents hand off the role of primary caregiver, they face numerous challenges in arranging consistent and quality support. Our research centers on understanding these caregiving routines. By focusing on the unique lived experience of parents, who possess extensive explicit and tacit knowledge of their adult child's requirements, we aim to map the management of care they provide. This foundational understanding is essential to identifying how assistive technologies can effectively serve a key role in supporting adults with IDD in this transition. In this work, we interviewed 16 parents of adults with IDD beginning this transition to understand: 1) how they currently provide support for daily living and what makes their support effective; 2) what their experiences and perceptions are regarding the use of technology; and 3) how they envision assistive technology successfully integrating with their adult child's new home or with other supports to promote independence. Our thematic analysis produced four themes: common modes of support, inside the routine to support growth, the fragility of continuity of care across transitions, and participants' perceptions and experiences of assistive technology. Building on these findings, we derive four design principles for growth-oriented assistive technology. These include pre-transition onboarding to capture caregiver tacit knowledge; structured scaffolding towards long-term growth; adaptive sensing that responds to day-to-day variability; and customization for the individual balanced with consistency for the care network.

cs.RO↗

arXiv2026

Bridging Teacher Expectations and Robot Learning via Coupling Dynamics

Human-robot teaching focuses on enabling nontechnical experts to customize robots according to their needs after deployment. With recent advances in machine learning, human-robot teaching is no longer confined to offline learning where the data gathering step from a human teacher is separated from when the robot learns. Instead, more recent approaches for human-robot teaching focus on coupling human teaching with robot learning. This coupling impacts the structure, timing, and content of the teaching and learning interaction. However, it is currently unclear how such coupling dynamics affect humanrobot teaching effectiveness and human perceptions towards the teaching process. Informed by human learning theories, in this paper we propose a new scale for classifying human-robot teaching interactions according to coupling dynamics present between the human teacher and robot learner. We apply this scale to a subset of the human-robot teaching literature to identify how coupling dynamics and human teacher mental model mismatches with the ground truth robot learning system affect teaching effectiveness and human perceptions towards the teaching process

cs.RO↗

arXiv2026

Responsible Personalisation: The Double-Edged Sword of Personalisation in Human-Robot Interaction

While personalisation is becoming a defining capability in human-robot interaction (HRI), the existing literature on responsible personalisation remains fragmented, offering isolated accounts of ethical risks without a structured understanding of how they emerge across interaction contexts. This gap is particularly critical in HRI, where robots' embodiment and social presence can amplify and reshape such risks or generate new types of risks. We present a lifecycle-based and context-sensitive framework for personalised HRI, grounded in an embodiment-aware perspective. The framework combines stages of the personalisation process with interaction characteristics (short-term vs. long-term, open-domain vs. closed-domain), enabling systematic analysis of how risks arise and evolve. Building on this, we conduct an integrative analysis of key ethical risks, including autonomy erosion, biased user modelling, manipulation, dehumanisation, and privacy violations, and examine how they manifest across contexts. We translate these insights into actionable design recommendations and outline open research challenges. By structuring both the design space and risk landscape of personalised HRI, this work provides a foundation for more systematic, transparent, and ethically grounded approaches to personalised robot behaviour.

cs.RO↗

arXiv2022

Ethical Considerations When Constructing Participatory Design Protocols for Social Robots

Participatory design has emerged as a popular approach to foreground ethical considerations in social robots by incorporating anticipated users and stakeholders as designers. Here we draw attention to the ethics of participatory design as a method, distinct from the ethical considerations of the social robot being co-designed. More specifically, we consider the ethical concerns posed by the act of stakeholder participation - the morals and values that should be explicitly considered when we, as researchers or practitioners, devise protocols for participatory design of social robots ("how" stakeholders participate). We use the case of robot-assisted sexual violence mitigation to exemplify ethical considerations of participatory design protocols such as risk of harm, exploitation, and reduction of stakeholder agency. To incorporate these and other ethical considerations in the creation of social robot participatory design protocols, we advocate letting stakeholders design their own form of participation by including them in the creation of participatory design sessions, structures, and processes.

cs.RO↗