Utilizing an Emotional Robot Capable of Lip-Syncing in Robot-Assisted Speech Therapy Sessions for Children with Language Disorders.

This study scrutinizes the impacts of utilizing a socially assistive robot, the RASA robot, during speech therapy sessions for children with language disorders. Two capabilities were developed for the robotic platform to enhance children-robot interactions during speech therapy interventions: facial expression communication (containing recognition and expression) and lip-syncing. Facial expression recognition was conducted by training several well-known CNN architectures on one of the most extensive facial expressions databases, the AffectNet database, and then modifying them using the transfer learning strategy performed on the CK+ dataset. The robot's lip-syncing capability was designed in two steps. The first step was concerned with designing precise schemes of the articulatory elements needed during the pronunciation of the Persian phonemes (i.e., consonants and vowels). The second step included developing an algorithm to pronounce words by disassembling them into their components (including consonants and vowels) and then morphing them into each other successively. To pursue the study's primary goal, two comparable groups of children with language disorders were considered, the intervention and control groups. The intervention group attended therapy sessions in which the robot acted as the therapist's assistant, while the control group only communicated with the human therapist. The study's first purpose was to compare the children's engagement while playing a mimic game with the affective robot and the therapist, conducted via video coding. The second objective was to assess the efficacy of the robot's presence in the speech therapy sessions alongside the therapist, accomplished by administering the Persian Test of Language Development, Persian TOLD. According to the first scenario, playing with the affective robot is more engaging than playing with the therapist. Furthermore, the statistical analysis of the study's results indicates that participating in robot-assisted speech therapy (RAST) sessions enhances children with language disorders' achievements in comparison with taking part in conventional speech therapy interventions.

Design, Manufacture, and Acceptance Evaluation of APO: A Lip-syncing Social Robot Developed for Lip-reading Training Programs.

Lack of educational facilities for the burgeoning world population, financial barriers, and the growing tendency in favor of inclusive education have all helped channel a general inclination toward using various educational assistive technologies, e.g., socially assistive robots. Employing social robots in diverse educational scenarios could enhance learners' achievements by motivating them and sustaining their level of engagement. This study is devoted to manufacturing and investigating the acceptance of a novel social robot named APO, designed to improve hearing-impaired individuals' lip-reading skills through an educational game. To accomplish the robot's objective, we proposed and implemented a lip-syncing system on the APO social robot. The proposed robot's potential with regard to its primary goals, tutoring and practicing lip-reading, was examined through two main experiments. The first experiment was dedicated to evaluating the clarity of the utterances articulated by the robot. The evaluation was quantified by comparing the robot's articulation of words with a video of a human teacher lip-syncing the same words. In this inspection, due to the adults' advanced skill in lip-reading compared to children, twenty-one adult participants were asked to identify the words lip-synced in the two scenarios (the articulation of the robot and the video recorded from the human teacher). Subsequently, the number of words that participants correctly recognized from the robot and the human teacher articulations was considered a metric to evaluate the caliber of the designed lip-syncing system. The outcome of this experiment revealed that no significant differences were observed between the participants' recognition of the robot and the human tutor's articulation of multisyllabic words. Following the validation of the proposed articulatory system, the acceptance of the robot by a group of hearing-impaired participants, eighteen adults and sixteen children, was scrutinized in the second experiment. The adults and the children were asked to fill in two standard questionnaires, UTAUT and SAM, respectively. Our findings revealed that the robot acquired higher scores than the lip-syncing video in most of the questionnaires' items, which could be interpreted as a greater intention of utilizing the APO robot as an assistive technology for lip-reading instruction among adults and children.

One-shot Learning from Demonstration Approach Toward a Reciprocal Sign Language-based HRI.

This paper addresses the lack of proper Learning from Demonstration (LfD) architectures for Sign Language-based Human-Robot Interactions to make them more extensible. The paper proposes and implements a Learning from Demonstration structure for teaching new Iranian Sign Language signs to a teacher assistant social robot, RASA. This LfD architecture utilizes one-shot learning techniques and Convolutional Neural Network to learn to recognize and imitate a sign after seeing its demonstration (using a data glove) just once. Despite using a small, low diversity data set (~ 500 signs in 16 categories), the recognition module reached a promising 4-way accuracy of 70% on the test data and showed good potential for increasing the extensibility of sign vocabulary in sign language-based human-robot interactions. The expansibility and promising results of the one-shot Learning from Demonstration technique in this study are the main achievements of conducting such machine learning algorithms in social Human-Robot Interaction.

Social Robotics, Education, and Religion in the Islamic World: An Iranian Perspective.

The social impact of robotics applied to domains such as education, religion, nursing, and therapy across the world depends on the level of technology as well as the culture in which it is used. By studying how robots are used in Iran, a technologically-savvy country with a long history and a rich culture, we explore their possible impact on interrelated areas of religious and ethical features in education in an Islamic society. To accomplish this task, a preliminary exploratory study was conducted using two social robots as teaching assistants in Islamic religion classes for 42 elementary students. More than 90% of the participants in the study absolutely preferred the robot-assisted religion class over one taught by a human. Building on the results from the students' viewpoints and exam scores, the acceptability and potential of using social robots in the education of Islamic religious concepts in Iran are further discussed in this paper.

Arash: A social robot buddy to support children with cancer in a hospital environment.

This article presents the thorough design procedure, specifications, and performance of a mobile social robot friend Arash for educational and therapeutic involvement of children with cancer based on their interests and needs. Our research focuses on employing Arash in a pediatric hospital environment to entertain, assist, and educate children with cancer who suffer from physical pain caused by both the disease and its treatment process. Since cancer treatment causes emotional distress, which can reduce the efficiency of medications, using social robots to interact with children with cancer in a hospital environment could decrease this distress, thereby improving the effectiveness of their treatment. Arash is a 15 degree-of-freedom low-cost humanoid mobile robot buddy, carefully designed with appropriate measures and developed to interact with children ages 5-12 years old. The robot has five physical subsystems: the head, arms, torso, waist, and mobile-platform. The robot's final appearance is a significant novel concept; since it was selected based on a survey taken from 50 children with chronic diseases at three pediatric hospitals in Tehran, Iran. Founded on these measures and desires, Arash was designed, built, improved, and enhanced to operate successfully in pediatric cancer hospitals. Two experiments were devised to evaluate the children's level of acceptance and involvement with the robot, assess their feelings about it, and measure how much the robot was similar to the favored conceptual sketch. Both experiments were conducted in the form of storytelling and appearance/performance evaluations. The obtained results confirm high engagement and interest of pediatric cancer patients with the constructed robot.