Changes for page Hrishita - Self Reflection

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5	5	We have to consider certain factors when designing and/or assessing a human-centred design such as the extent of usability of the system by the target users, and how effective and efficient the system is in achieving the target goal. When designing the system we should also keep in mind the context the system will be used in and should also ensure the users have a pleasant experience when using the system.
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7		-==== Music in robot-guided activities: ====
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9		-Why music? It evokes emotion, certain songs can trigger memories leading to reminiscence and also helps to connect people with similar music tastes. It also creates a pleasant environment for exercise.
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11		-Talked further in detail in next week's guest lecture.
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13	13	==== ReJAM: ====
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15	15	Targeted for elderly residents of Pieter Van Foreest suffering from dementia
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71	71	The normal human brain uses various pathways/networks of the brain to perceive different aspects of music. The brain is highly engaged when perceiving music hence the great potential for using it in rehabilitation. Music is already used by everyday individuals as a mood regulator in their everyday lives, it also provides a great opportunity for social interaction, and can even get the person moving to the rhythm (potential for movement rehabilitation).
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	67	+After the lecture, the team and I decided we could employ music in our use case to create a soothing and simultaneously more immersive environment for the patient during the story narration. We also decided to explore the possibility of using the patient's favourite songs during the narration to create more opportunities for reminiscing for the patient.
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73	73	== Week 3: PAL ==
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75	75	The robot intervention system PAL was aimed at teaching kids with Type 1 diabetes how to become self-sufficient in managing their blood glucose levels (T1DM). The system through games and conversations would remind the kid to check their blood glucose levels and administer their prescribed dosage of insulin regularly, look forward to their meals and exercises and overall learn to cope with T1DM.
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83	83	In PAL they made use of collaborative learning by deploying a robot which would not only play along with the kid but the robot would also adapt the tasks in the game to the kid's learning progress. The developers believed this would motivate the kids to perform the activity as it is tailored to their capabilities and would therefore be fun for them, however, they also noted that some kids may not reach the minimum performance level that they set within the time of evaluation due their relatively long learning curve. Their evaluation results corroborated their claim, and the children chose to play with the adaptive robot more often than the non-adaptive variant. They also noticed when using the adaptive robot, individual patients converted to their personal level of learning over the evaluation period which also corroborated their second claim. In the case of the non-adaptive robot, the kids all converged to a more common learning level with a lower overall mean across the patients.
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	81	+While our use case was not intended for learning, from the lecture we did realise that creating a more collaborative/conversational robot for our use case could definitely motivate the patient to look forward to their daily activities in comparison to a non-collaborative/non-conversational robot aid.
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85	85	== Week 4: First Presentation ==
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87	87	My teammate and I presented our chosen problem scenario and our plans for the robot intervention. We elaborated on our personas and the issues all our direct stakeholders are facing during Georgina (the PwD)'s mealtime. Georgina is losing interest in her meals, Sam her son feels hesitant to talk to his mother for fear of triggering her anxiety/irritability and Eleana wishes to see her patient happy. Thus we introduce an intervention wherein the robot takes the role of a storyteller and engages all the present direct stakeholders in easy-going and nostalgic conversations around the story it narrates.
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91	91	== Week 5: Design Specifications ==
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	91	+==== Task Level Design (Collaboration): ====
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	93	+**Requirement: **What should the robot be doing? This forms the function(s)** **of the robot.
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	95	+**Use Case:** Where is the robot working? When should it intervene? Who** **are the actors involved? This gives the robot the context
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	97	+**Motivation effect:** Why should the robot be performing the action? What are we as designers claiming will be the effect of the robot's action? (Justify with theory and empirical studies)
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	99	+**Team Design Patterns (TDP):**
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	101	+Abstract representation of the Task Level Design
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	103	+TDP Table consists of the Problem, the Solution Structure (Diagrammatic), the Solution Description (Action Sequence), the Human and Robot requirements, and the Consequences (Effect)
	104	+
	105	+==== Interaction Level Design (Communication): ====
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	107	+**How** will the robot perform the requirement?
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	109	+Form a premise based on some literature
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	111	+For example: In PAL system the premise for the robot to sympathise with the child was that the child will recognize the robot's bodily emotional expressions correctly hence the child will feel like the robot is able to understand them and will like to interact with the robot more and consequently learn more as they interact.
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	113	+**Interaction Design Patterns (IDP):** Abstract representation of the Interaction Level Design
	114	+
	115	+==== Evaluations: ====
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	117	+- Evaluations should show that the claims were right; should also check that the implementations are safe (privacy and safety of all the actors involved)
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	119	+- **Formative Evaluations**
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	121	+* open questions which explore the quality of design and how to improve it
	122	+* for our use case, we decided not to use formative evaluations since our evaluations would only be conducted by the person with dementia and in a real-world scenario they may not be able to provide such an analysis
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	124	+- **Summative Evaluations**
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	126	+* Focus on overall effect; Investigate whether people are able to reach the objectives
	127	+* Yes/No questions which answer our hypotheses
	128	+* We chose summative evaluations as the person with dementia would be able to let us know accurately whether their mood was improved after using the robot or not; also whether they finished their meal or not was another measurement that can easily be taken
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	130	+- **Measurements**
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	132	+* Objective (efficiency and effectiveness) v/s Subjective (user satisfaction) measures
	133	+* For our use case we planned on both objective (whether the patient finishes their meal or not - effectiveness) and Subjective (whether the patient's mood improved after using our solution or not) measures
	134	+* However, upon further discussions, we realised that objective measurement would not be possible as the evaluation conducted would be in a simulated environment hence the effectiveness could not be reliably measured, hence we decided to evaluate the subjective measurements
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	136	+- **Online Experimentation**
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	138	+* To avoid using paper for our evaluations we decided to host our questionnaires online
	139	+* Our first go-to was Google Forms but upon learning it doesn't abide by the regulations of GDPR we switched to Qualtrics for our evaluation forms
	140	+
94	94	== Week 6: Implementation and Initial Testings ==
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96	96	This week we focused on finalising our system design and implementing our design using the Interactive Robots platform. For our evaluation, we decided on testing our robot in two scenarios - one where it encouraged conversation while narrating a story from the patient's past; the second where it only narrated the story as the patient had their meal. To avoid any bias from the story's content, we decided that the story narrated in both scenarios would be the same but we still would like the patient/caretaker to have some choices when it comes to which story they would like to hear to avoid monotony.
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98		-The team and I then brainstormed on short but nostalgic stories and came up with two stories - a picnic outing with family and a Thanksgiving dinner with family. We fleshed out the story with the dialogues and prompts and then implemented the story flow on the Interactive Robots platform. During the implementation, we realised that using Interactive Robots we couldn't connect to Pepper's tablet so we modified the prompts such that the prompts would appear on the device held by the caretaker. We first tested out the motions and flow of the story on the virtual robot and once we were satisfied we booked a slot for testing it on the Pepper robot.
	145	+The team and I then brainstormed on short but nostalgic stories and came up with two stories - a picnic outing with family and a Thanksgiving dinner with family. We fleshed out the story with the dialogues and prompts and then implemented the story flow on the Interactive Robots platform. During the implementation, we realised that using Interactive Robots we couldn't connect to Pepper's tablet so we modified the prompts such that they would appear on the device held by the caretaker. We first tested out the motions and flow of the story on the virtual robot and once we were satisfied we booked a slot for testing it on the Pepper robot.
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100	100	While testing with Pepper we realised the audio inputs weren't very accurate and often the robot failed to pick up the trigger word so we modified the triggers such that the robot would respond to speech or an alternative touch/remote action such that the flow of conversation is not interrupted during the actual evaluation.
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112	112	2. Control Scenario, wherein the robot narrated the story and enacted conversations via voice modulations to portray different characters
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	161	+We were able to perform the experiment with 14 participants. Half of the participants started with the control scenario and the other half started with the experiment scenario so that our results and analysis would not be influenced by the carry-over bias. The questionnaire used for evaluation was based on the Godspeed questionnaire which tests perceived anthropomorphism, animacy, safety and the threat of the robot. We modified the questionnaire to also evaluate the mood of the patient (participant) after each story session as well as how much they enjoyed the story.
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115		-We were able to perform the experiment with 14 participants. Half of the participants started with the control scenario and the other half started with the experiment scenario so that our results and analysis would not be influenced by the carry-over bias. The questionnaire used for evaluation was based on the Godspeed questionnaire which tests of perceived anthropomorphism, animacy, safety and the threat of the robot. We modified the questionnaire to also evaluate the mood of the patient (participant) after each story session as well as how much they enjoyed the story.
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117	117	We conducted a **one-tailed paired test (dependent t-test)** to test for the statistical significance of our results. All three of our added questions were significant proving that the conversational robots **significantly improved the patient's mood** in comparison to the non-conversational robot. Some other significant differences between the conversational robot and non-conversational robot were that the patients in general perceived the conversational robot to be **more natural and responsible** and they also **liked** the conversational robot more than the non-conversational robot.
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119	119	== Week 8: Final Presentation ==