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, 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 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 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 is able to communicate how he/she feels and score the walk. 

2. Method

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. 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. 

2.2 Experimental design

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.

2.3 Tasks

The student is expected to communicate with the robot by doing the following:

1. The student looks the robot in the eye.

2. The student communicates with the robot through a small conversation in the beginning.

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).

4. The student will make a small talk with the robot as well.

5. When the walk finishes (after the walk), the student communicates with the robot again.

6. Finally, the student fills in the questionnaire provided by us

2.4 Measures

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. 

The questionnaire for the feedback is in the attachment.

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.

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.

2.6 Material

The material needed for this experiment is of course the Pepper robot. We also need a laptop to run the robot.

3. Results

4. Discussion

5. Conclusions