Changes for page b. Test

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edited by Maya Elasmar
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- emotion-based motivation.pdf
- goal-based motivation.pdf

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--XWiki.hjpvandijk
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  = 1. Introduction =
--For our research, we are looking into the effect of either using goal-based motivation or emotion-based motivation in promoting PwD for physical activity. Two systems will thus be designed; one motivating using emotion-based explanations and the other using goal-based motivation. The product will motivate the PwD to go for a walk in the park stimulating the amount of physical activity. It has been shown that physical activity, an increase in emotional stability and more goal-based activities can increase the mental and physical health of the PwD. Since 70% of the PwD have a lack of motivation, apathy and lack of interest in activities this project could have a great influence on the lives of these people.
++For our research we are looking into the effect of either using goal-based motivation or emotion-based motivation in promoting PwD for physical activity. Two systems will thus be designed; one motivating using emotion-based explanations and the other using goal-based motivation. The product will motivate the PwD to go for a walk in the park stimulating the amount of physical activity. It has been shown that physical activity, increase in emotional stability and more goal-based activities can increase the mental and physical health of the PwD. Since 70% of the PwD have lack of motivation, apathy and lack in interest in activities this project could have great influence on the lives of these people.
  The claims that need to be tested are thus:
--- The effect of emotion-based motivation; The PwD can comprehend the emotion that is being conveyed and in that way is motivated to contribute to the activity of walking in the garden.
++- The effect of emotion-based motivation; The PwD is able to comprehend the emotion that is being conveyed and in that way is motivated to contribute in the activity of walking in the garden.
--- The effect of goal-based motivation; The PwD can comprehend the goal and end-state of the promoted activity and in that way is motivated to contribute to the activity of walking in the garden
++- The effect of goal-based motivation; The PwD is able to comprehend the goal and end-state of the promoted activity and in that way is motivated to contribute in the activity of walking in the garden
--- Whether there is a noticeable difference between emotion-based and goal-based; The PwD can communicate how he/she feels and score the walk.
++- Whether there is a noticeable difference between emotion-based and goal-based; The PwD is able to communicate how he/she feels and score the walk.
--- The robot is trustworthy and can be given the responsibility of going out with the PwD on its own
--
  = 2. Method =
--Sadly enough we are not able to experiment on PwD in a real-time situation and over a longer time. The experiment will take place on one single day and thus the long-term effect of either goal-based or emotion-based motivation cannot be seen. However the difference in motivation can still five different results in a single experiment and these results can already show some promising results for further research.
++Sadly enough we are not able to perform the experiment on PwD in a real time situation and over a longer time. The experiment will take place on one single day and thus the long-term effect of either goal-based or emotion-based motivation cannot be seen. However the difference in motivation can still five different results in a single experiment and these results can already show some promising results for further research.
  == 2.1 Participants ==
--The test will be with students from the University of Delft that are also following this course. For the results to be valid 15 participants in a research is the minimum amount as presented by researcher Marc Brysbaert [1]. Since the decision was made for in-between subject design, which will be elaborated more in the Experimental Design section, there are thus 30 participants necessary. Due to the time constraint and the number of students in the course, 30 participants will probably not be reachable for this experiment so fewer students will participate. Also, the use of a control group is not within reach because of the lack of resources.
++The test will be with students from the university of Delft that are also following this course. The participants are all young and do not have any form of dementia. The results of the research can thus not be seen as sufficient for a real-life implementation of the prototype. The students will be familiar with the robot and thus further explanation of the working of the robot is less relevant. Also, the students will feel more comfortable with the robot from the start. This is contradicting with the PwD that might be a little hesitant in interacting with the robot. The integration of that aspect will be of great importance before real implementation.
--The participants are all young and do not have any form of dementia. The results of the research can thus not be seen as sufficient for a real-life implementation of the prototype. The students will be familiar with the robot and thus further explanation of the working of the robot is less relevant. Also, the students will feel more comfortable with the robot from the start. This might be very different to the PwD which might be a little hesitant in interacting with the robot. The integration of that aspect will be of great importance before real implementation.
--
  == 2.2 Experimental design ==
--**Methodological set-up:**
++The Pepper robot will be turned on and in a "normal" situation would walk around to monitor the state and activity of the PwD in the care facility. However, because of the lack of time and since we are now only working with students Pepper will search for a face and will then start interacting with the student. The interaction will take place in a TUDelft facility. The experiment will be hold in a room with the robot. Unfortunately, the space of the room is small compared to a an actual park. The robot needs some space to move, hence we will make sure to move everything moved out of the way and that other students(who are not experiment at the moment) wait in the room next. The room also has a different surface than an actual park. However, our experiment focused more on the motivation to go outside then the walk itself. Due to the fact that we want to compare emotion-based and goal-based motivations, ,multiple experiments will be taken. One in which we only test emotion-based motivation and another in which we only test goal-based motivation. Both are measured by a questionnaire, whether there the students indeed agree to go on a walk and how long it takes until the robot convinces a student to go on walk. We plan to do the experiment on a fellow team, which can exist of 4 or 5 people. We want to divide them, half will do the experiment regarding emotion-based and the other half the goal-based one.
--Pepper will be turned on and will start a conversation with the participant. It will ask the participant to go on a walk and based on the answer Pepper will go on the walk immediately or will try to motivate the PwD to go on a walk with him. During the walk, Pepper will ask the participant questions to keep the participant engaged and keep continuing on the walk. So for the experiment, a Pepper robot, the Choregraphe software and also freedom of movement are needed. The full step-by-step schedule of the experiment is given in the attachments for both the [[goal-based motivation>>attach:goal-based motivation.pdf]] and the [[emotion-based motivation>>attach:emotion-based motivation.pdf]].
++== 2.3 Tasks ==
--**Conditions**:
++The student is expected to communicate with the robot by doing the following:
--The interaction will take place in a TU Delft facility. The experiment will be held in the Insyght lab. Unfortunately, the space of the room is small compared to an actual garden. The robot needs some space to move, hence we will make sure to move everything moved out of the way and that other students (who are not experimenting at the moment) wait in the room next. Also, the walk will not be as long as it would be in the actual garden.
++~1. The student looks the robot in the eye.
--The room also has a different surface than an actual park. However, our experiment focused more on the motivation to go outside than the walk itself. The difference in surrounding, a room instead of a garden, might have a little effect on the experience of the participant. However, the motivation will probably not be affected by the surroundings as much.
++2. The student communicates with the robot through a small conversation in the beginning.
--**Subject design:**
++3. When the student agrees to go on a walk, he/she is expected to walk 1 or 2 meters with it (small distance due to the room size).
--For the experiment it was chosen to do in-between subject design as the learning effect in the within-subject design might negatively impact the results. When the same participants have to perform the same routine twice, they might get bored and frustrated due to some repetitions in questioning in the different motivation methods. In the in-between-subject design, multiple experiments will be taken with different participants. The total group of participants will thus be divided in half regarding either the emotion-based or the goal-based motivation. Both are measured by a questionnaire, which will be discussed in more detail later on in the evaluation part.
++4. The student will make a small talk with the robot as well.
--== 2.3 Tasks ==
++5. When the walk finishes (after the walk), the student communicates with the robot again.
--The participant is expected to experiment according to the following plan:
++6. Finally, the student fills in the questionnaire provided by us
--* Step 1: The participant needs to stand close enough to the robot to have an interaction/conversation with Pepper
--* Step 2: The participant needs to look the robot in the eye
--* Step 3: The participant needs to actively answer the questions provided by Pepper during the experiment
--* Step 4: When the participant has been motivated to go on a walk he/she needs to walk for 1 to 2 meters with the robot
--* Step 5: During the walk, the participant is expected to contribute in some small talk with Pepper
--* Step 6: When the walk is finished the participant needs to communicate with Pepper after which Pepper will say goodbye and the actual experiment is over
--* Step 7: After the experiment, the participant needs to fill in the questionnaire provided by group 4
  == 2.4 Measures ==
--If our situation, we would like to measure whether the provided motivation indeed affects the person. We would like to compare which one has more effect as well. That could be measured by seeing whether they indeed go on the walk or not. We would also like to measure how long it takes to convince them to go on a walk when they do not want. We would also like to measure their emotions during and after the walk. Did they enjoy it? Were they bored? Did they feel lonely? That could be measured with the feedback asked after the walk.
++If our situation, we would like to measure whether the provided motivation indeed has effect on the person. We would like to compare which one has more effect as well. That could be measured by seeing whether they indeed go on the walk or not. We would also like to measure how long it takes to convince them to go on a walk when they do not want. We would also like to measure their emotions during and after the walk. Did they enjoy it? Were they bored? Did they feel lonely? That could be measured with the feedback asked after the walk.
--In an optimal scenario where we can test the robot on PwD. We would have measured the number of times a person went out. We would also have measured the effect of the goal and emotion-based motivation on the long-term over the people. Whether it will be less effective over time or not. We would also measure the emotional effect on the caregivers and the functional effect. By the functional effect, we mean whether they indeed have more time to do other tasks or not. It would also have been perfect if we could measure the effect of the walks on the PwD and their health.
++In an optimal scenario where we can test the robot on PwD. We would have measured the amount of times a person went out. We would also have measured the effect of the goal and emotion based motivation on the long-term over the people. Whether it will be less effective over the time or not. We would also measure the emotional effect on the caregivers and the functional effect. By the functional effect, we mean whether they indeed have more time to do other tasks or not. It would also have been perfect if we could measure the effect of the walks on the PwD and their health.
  The questionnaire for the feedback is in the attachment (Questionnaire (2)).
@@ -66,7 +66,7 @@
   - the usefulness of the robot
-- - the humanization of the robot, how much does the robot feel like a real person
++ - the humanization of the robot, how much does the robot feel as real person
   - the trustiness of the robot
@@ -75,35 +75,8 @@
  == 2.5 Procedure ==
++The procedure will be as followed: the robot will see a fellow student. Ask him/her to go on a walk given a reason to motivate him/her. If the student accepts, then they on a walk. If the student says no, then the robot will provide more motivational reasons to go on a walk. Of course, the robot should not be annoying and insist too much. Hence, after providing two or more reasons if the student still says no, then they do not go on a walk. If the student changes his/her mind and accepts to go on a walk, then we are in the next phase of the test. During the walk, the robot will have a small social talk with the student. If the student decides to go back earlier, then the robot will try to convince him/her to keep going. After the walk, the robot will ask how to the walk went and that he have enjoyed it. The student will also answer some questions regarding the whole experience.
--The claims that need to be tested are thus:
--
--- The effect of emotion-based motivation; The PwD can comprehend the emotion that is being conveyed and in that way is motivated to contribute to the activity of walking in the garden.
--
--- The effect of goal-based motivation; The PwD can comprehend the goal and end-state of the promoted activity and in that way is motivated to contribute to the activity of walking in the garden
--
--- Whether there is a noticeable difference between emotion-based and goal-based; The PwD can communicate how he/she feels and score the walk.
--
--
--The robot and students need to perform the following tasks:
--
--~1. Pepper will be turned on and will scan/check his environment
--
--2. Pepper will look for a face and will turn to the person that he sees
--
--3. Pepper will recognize a face and will introduce itself to the student
--
--4. Pepper will then ask to go for a walk after which the student can either say yes or no
--
--5. Pepper will start motivating based on the answer that the student gives:
--
-- 5.1 When the student says yes, Pepper will start walking with the student and during the walk will have some small talk
--5.2 When the student says no, Pepper will start the motivational part of the experiment. For the first experiment Pepper will use emotion-based motivation and for the second experiment Pepper will use the goal-based motivation
--5.3 If the student then decides to say yes, then Pepper will start walking with the student and during the walk will have some small talk
--6. After the walk/activity is finished Pepper will thank the student and will state again how important it is to stay active
--
--7. Then the student is asked to answer some questions to evaluate the experience.
--
  == 2.6 Material ==
  The material needed for this experiment is of course the Pepper robot. We also need a laptop to run the robot.
@@ -110,82 +110,8 @@
  = 3. Results =
--Firstly, the Jarque-Bera test [2] was used to check for normality. When the answers for a question weren't normally distributed, the Mann-Whitney U-Test [3] was used. For normally distributed answers, the T-Test [4] was used. These tests used the null hypothesis that there is no significant difference between the two groups. When the calculated probability value (p-value) is less than 0.05, we can reject the null hypothesis and conclude that there is a significant difference between the two groups for the answers to that question.
--
--Even though the mean rejections were higher for emotion-based (0,875) than for goal-based(0,125). This difference was not significant.
--
--Furthermore, there was no significant difference in questionnaire answers between the two groups.
--
--The table below shows the p-value per measure.
--
--|**Question / Measure**|**Mean group A**|**Mean group B**|**P-value**
--|//Amount of times said no//|//0,875//|//0,125//|//0,17//
--|If I should use the robot, I would be afraid to make mistakes with it|2,875|3,5|0,09
--|If I should use the robot, I would be afraid to break something|3,625|3,25|0,44
--|I find the robot scary|1,875|2,25|0,50
--|I find the robot intimidating|1,875|2,25|0,57
--|I think it’s a good idea to use the robot|3,375|3,875|0,23
--|the robot would make my life more interesting|3,875|4|0,60
--|It’s good to make use of the robot|4|4|1,00
--|I have everything I need to make good use of the robot|3,625|3,375|0,56
--|I know enough of the robot to make good use of it|3,125|2,75|0,60
--|I think I’ll use the robot during the next few days|3,875|3,625|0,30
--|I am certain to use the robot during the next few days|3,125|3,25|0,68
--|I’m planning to use the robot during the next few days|3,625|3,25|0,20
--|I think the robot can be adaptive to what I need|3,625|3,25|0,28
--|I think the robot will only do what I need at that particular moment|3,625|3,75|0,76
--|I think the robot will help me when I consider it to be necessary|3,75|3,625|0,76
--|I enjoy the robot talking to me|4|3,75|0,52
--|I enjoy doing things with the robot|3,625|4|0,22
--|I find the robot enjoyable|3,75|4|0,34
--|I find the robot fascinating|4,25|3,75|0,17
--|I find the robot boring|2|2,375|0,28
--|I think I will know quickly how to use the robot|3,125|2,75|0,48
--|I find the robot easy to use|3,375|3|0,57
--|I think I can use the robot without any help|3,25|3|0,77
--|I think I can use the robot when there is someone around to help me|4|4,125|0,83
--|I think I can use the robot when I have a good manual|3,625|3|0,37
--|I consider the robot a pleasant conversational partner|3,25|3,5|0,63
--|I find the robot pleasant to interact with|3,875|3,625|0,56
--|I feel the robot understands me|3|3,125|0,73
--|I think the robot is nice|4,125|4|0,76
--|I think the robot is useful to me|3,375|3,75|0,28
--|It would be convenient for me to have the robot|3,625|3,875|0,56
--|I think the robot can help me with many things|3,375|3|0,60
--|I think the staff would like me using the robot|4,25|3,875|0,35
--|I think it would give a good impression if I should use the robot|3,75|3,75|1,00
--|When interacting with the robot I felt like I’m talking to a real person|2,625|2,5|0,78
--|It sometimes felt as if the robot was really looking at me|3,125|3,25|0,78
--|I can imagine the robot to be a living creature|3,125|2,75|0,61
--|I often think the robot is not a real person|3,25|3|0,52
--|Sometimes the robot seems to have real feelings|2,125|2,5|0,20
--|I would trust the robot if it gave me advice|2,875|3,125|0,63
--|I would follow the advice the robot gives me|3,375|3,25|0,82
--|The reasons the robot gave to go on a walk convinced me|3,25|3,5|0,68
--|The robot insisted too much on going on a walk|2,25|2,375|0,76
--|If the robot had not asked me to go on a walk, I would not have gone|3,875|3,75|0,78
--
  = 4. Discussion =
  = 5. Conclusions =
--
--
--== References ==
--
--[1] Brysbaert, M. (2019). How many participants do we have to include in properly powered experiments? A tutorial of power analysis with reference tables. //Journal of Cognition//, //2//(1), 16. DOI: [[http:~~/~~/doi.org/10.5334/joc.72>>url:http://doi.org/10.5334/joc.72]]
--
--[2] Thorsten Thadewald and Herbert Büning. “Jarque–Bera test and its competitors for testing
--normality–a power comparison”. In: Journal of applied statistics 34.1 (2007), pp. 87–105.
--
--
--[3] Nadim Nachar et al. “The Mann-Whitney U: A test for assessing whether two indepen-
--dent samples come from the same distribution”. In: Tutorials in quantitative Methods for
--Psychology 4.1 (2008), pp. 13–20.
--
--
--[4] Tae Kyun Kim. “T test as a parametric statistic”. In: Korean journal of anesthesiology 68.6
--(2015), pp. 540–546.
--
--

emotion-based motivation.pdf

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goal-based motivation.pdf

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