Socially Assistive and Service Robotics for Older Adults: from Motivating Exercise to following Spatial Language Instructions
نویسندگان
چکیده
v Chapter 1: Introduction 1 1.1 SAR Exercise Coach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.1.1 Motivating Behavior Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.1.2 SAR Exercise Coach Methodology and User Studies . . . . . . . . . . . . . . . . 5 1.2 Spatial Language-Based HRI Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 1.2.1 Spatial Language Communication in HRI . . . . . . . . . . . . . . . . . . . . . . . . 6 1.2.2 Spatial Language Framework and HRI Methodology . . . . . . . . . . . . . . . . 8 1.3 Contributions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 1.4 Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Chapter 2: Background and Related Work 13 2.1 Service Robotics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 2.1.1 Overview of Service Robotics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 2.1.2 Service Robots for Older Adults . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 2.2 Socially Assistive Robotics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 2.2.1 SAR for Older Adults . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 2.2.2 Social Agent Coaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 2.2.3 The Effect of Embodiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 2.3 Spatial Language-Based HRI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 2.3.1 Modeling Static Spatial Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 2.3.2 Modeling Dynamic Spatial Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 2.3.3 Robot Control Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 2.4 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Chapter 3: Socially Assistive Robot Design Principles 20 3.1 Design Principles for a SAR Coach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 3.1.1 Motivating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 3.1.2 Fluid and Highly Interactive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 3.1.3 Personable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 3.1.4 Intelligent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 3.1.5 Task-Driven . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 3.2 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Chapter 4: Socially Assistive Robot Exercise Coach 25 4.1 Interaction Scenario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 4.2 Robot Platform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
منابع مشابه
بررسی عملکرد سیستم‌های دهلیزی حسی و عمقی و بینایی در کنترل پوسچر مردان سالمند
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Objectives: Social participation is an important aspect of health in ageing. It is also a part of life and a key element in function that improves physical and psychological health in the elderly. Using assistive mobility devices may influence social participation in this population. Current study aimed to compare social participation in older adults who use assistive mobility de...
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