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. 

- 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 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 the research is the minimum amount. 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 amount of students in the course, 30 participants will probably not be reachable for this experiment so less students will participate. Also the use of a control group is not within reach because of the lack of resources. 

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 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

Methodological set-up:

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 is needed. The full step-by-step schedule of the experiment is given in the attachments for both the goal based motivation and the emotion based motivation.

Conditions:

The interaction will take place in a TU Delft facility. The experiment will be hold in the Insyght lab. Unfortunately, the space of the room is small compared to a 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 experiment at the moment) wait in the room next. Also the walk will not be as long as it would be in the actual garden but it w

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. 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. 

Subject design:

For the experiment it was chosen to do in-between subject design as the learning affect 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.

2.3 Tasks

The participant is expected to perform the experiment according to the following plan:

• 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 for a walk he/she needs to walk for 1 to 2 meters with the robot

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. 

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)).

The questionnaire measures the experiment of the interaction of the students with the robot. By that we mean it measures:

 - the usability of the robot

 - the enjoyment of communicating with the robot

 - the usefulness of the robot

 - the humanization of the robot, how much does the robot feel as real person

 - the trustiness of the robot

 -  the convenience of the reasons provided by the robots.

2.5 Procedure

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. 

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.

3. Results

4. Discussion

5. Conclusions