检索结果-内蒙古大学图书馆

您好，读者！请登录

内蒙古大学图书馆

首页
概况
党建
资源
服务
科研支持
- 论文收录引用证明
- 科技查新
知识产权
档案馆
帮助

咨询与建议

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

您的常用邮箱：*

您的手机号码：*

问题描述：

当前已输入0个字，您还可以输入200个字

全部搜索
期刊论文
图书
学位论文
标准
纸本馆藏
外文资源发现
数据库导航
超星发现

高级检索

时间限定

出版年份：

文献类型

图书期刊文献学位论文多媒体

馆藏选择

电子馆藏纸本馆藏

核心期刊

全部期刊 SCI 收录期刊 SSCI 收录期刊 EI 收录期刊 CSCD 收录期刊 CSSCI 收录期刊

语言

中文英文

文献类型

期刊文献图书学位论文标准纸本馆藏

帮助

文字说明：

T=题名（书名、题名），A=作者（责任者），K=主题词，P=出版物名称，PU=出版社名称，O=机构（作者单位、学位授予单位、专利申请人），L=中图分类号，C=学科分类号，U=全部字段，Y=年（出版发行年、学位年度、标准发布年）

检索规则说明：

AND代表“并且”；OR代表“或者”；NOT代表“不包含”；(注意必须大写,运算符两边需空一格)

检索范例：

范例一：(K=图书馆学 OR K=情报学) AND A=范并思 AND Y=1982-2016
范例二：P=计算机应用与软件 AND (U=C++ OR U=Basic) NOT K=Visual AND Y=2011-2016

分类表

所选分类

>> <<

限定检索结果

文献类型

33 篇 会议
6 篇 期刊文献

馆藏范围

39 篇 电子文献
0 种 纸本馆藏

日期分布

学科分类号

15 篇 工学
- 12 篇 计算机科学与技术...
- 11 篇 软件工程
- 3 篇 生物工程
- 2 篇 机械工程
- 1 篇 力学（可授工学、理...
- 1 篇 光学工程
- 1 篇 仪器科学与技术
- 1 篇 电气工程
- 1 篇 控制科学与工程
- 1 篇 生物医学工程（可授...
6 篇 理学
- 3 篇 数学
- 3 篇 生物学
- 2 篇 统计学（可授理学、...
- 1 篇 物理学
- 1 篇 科学技术史(分学科...
5 篇 教育学
- 3 篇 教育学
- 2 篇 心理学(可授教育学...
3 篇 管理学
- 3 篇 图书情报与档案管...
1 篇 哲学
- 1 篇 哲学
1 篇 历史学
- 1 篇 世界史
1 篇 艺术学
- 1 篇 艺术学理论
- 1 篇 音乐与舞蹈学

主题

4 篇 social robots
3 篇 eye tracking
3 篇 mobile robots
3 篇 robot sensing sy...
3 篇 students
3 篇 collaboration
2 篇 particle measure...
2 篇 data mining
2 篇 robots
2 篇 visualization
2 篇 sociology
2 篇 pipelines
2 篇 aging
2 篇 games
2 篇 training
1 篇 surveys
1 篇 conferences
1 篇 zoomable user in...
1 篇 mixed reality
1 篇 reproducibility

机构

5 篇 computer-human i...
3 篇 computer-human i...
2 篇 carl zeiss visio...
2 篇 computer human i...
1 篇 kenvak research ...
1 篇 comparative cogn...
1 篇 human computer i...
1 篇 tauchi research ...
1 篇 epfl computer-hu...
1 篇 information and ...
1 篇 computer human i...
1 篇 computer-human i...
1 篇 computer-human i...
1 篇 mobots group in ...
1 篇 school of optome...
1 篇 the university o...
1 篇 computer support...
1 篇 university of tw...
1 篇 department of ey...
1 篇 carl wieman scie...

作者

12 篇 pierre dillenbou...
8 篇 barbara bruno
4 篇 sharma kshitij
4 篇 jauwairia nasir
4 篇 wafa johal
4 篇 dillenbourg pier...
3 篇 ayberk özgür
2 篇 arzu guneysu ozg...
2 篇 hala khodr
2 篇 daniel carnieto ...
2 篇 kidziński lukasz
2 篇 chenyang wang
2 篇 bruno barbara
2 篇 séverin lemaigna...
2 篇 francesco mondad...
2 篇 utku norman
2 篇 aditi kothiyal
2 篇 enkelejda kasnec...
1 篇 giorgia marchesi
1 篇 mortadha abderra...

语言

39 篇 英文

检索条件"机构=Computer Human Interaction Lab in Learning and Instruction"

共 39 条记录，以下是21-30 订阅

全选清除本页清除全部题录导出标记到"检索档案"

详细简洁

排序：

Designing Online Multiplayer Games with Haptically and Virtually Linked Tangible Robots to Enhance Social interaction in Therapy

Designing Online Multiplayer Games with Haptically and Virtu...

引用

IEEE International Workshop on Robot and human Communication (ROMAN)

作者： Arzu Guneysu Ozgur Hala Khodr Mehdi Akeddar Michael Roust Pierre Dillenbourg Computer Human Interaction in Learning and Instruction Lab (CHILI) EPFL Lausanne Switzerland Division of Robotics Perception and Learning School of Electrical Engineering and Computer Science KTH Royal Institute of Technology Stockholm Sweden

ISBN: (数字)9781728188591

ISBN: (纸本)9781665406802

The social aspects of therapy and training are important for patients to avoid social isolation and must be considered when designing a platform, especially for home-based rehabilitation. We proposed an online version of the previously proposed tangible Pacman game for upper limb training with haptic-enabled tangible Cellulo robots. Our main objective is to enhance motivation and engagement through social integration and also to form a gamified multiplayer rehabilitation at a distance. Thus, allowing relatives, children, and friends to connect and play with their loved ones while also helping them with their training from anywhere in the world. As well as connecting therapists to their patients through haptically linking capabilities. This is especially relevant when there are social distancing measures which might isolate the elderly population, a majority of all rehabilitation patients.

关键词： Training Pediatrics Sociology Medical treatment Games human factors Social factors

来源：评论

学校读者我要写书评

暂无评论

From real-time attention assessment to “with-me-ness” in human-robot interaction 16

From real-time attention assessment to “with-me-ness” in h...

引用

ACM/IEEE International Conference on human-Robot interaction (HRI)

作者： Séverin Lemaignan Fernando Garcia Alexis Jacq Pierre Dillenbourg Computer-Human Interaction in Learning and Instruction Laboratory (CHILI) Ecole Polytechnique Fédérale de Lausanne (EPFL) Lausanne Switzerland

ISBN: (纸本)9781467383707

Measuring “how much the human is in the interaction” - the level of engagement - is instrumental in building effective interactive robots. Engagement, however, is a complex, multi-faceted cognitive mechanism that is only indirectly observable. This article formalizes with-me-ness as one of such indirect measures. With-me-ness, a concept borrowed from the field of computer-Supported Collaborative learning, measures in a well-defined way to what extent the human is with the robot over the course of an interactive task. As such, it is a meaningful precursor of engagement. We expose in this paper the full methodology, from real-time estimation of the human's focus of attention (relying on a novel, open-source, vision-based head pose estimator), to on-line computation of with-me-ness. We report as well on the experimental validation of this approach, using a naturalistic setup involving children during a complex robot-teaching task.

关键词： Robots Face Visualization Real-time systems Three-dimensional displays Estimation

来源：评论

学校读者我要写书评

暂无评论

A game-based approach for evaluating and customizing handwriting training using an autonomous social robot

A game-based approach for evaluating and customizing handwri...

引用

IEEE International Workshop on Robot and human Communication (ROMAN)

作者： Daniel Carnieto Tozadore Chenyang Wang Giorgia Marchesi Barbara Bruno Pierre Dillenbourg Computer-Human Interaction in Learning and Instruction (CHILI) Lab EPFL Lausanne Switzerland MOBOTS Group EPFL Lausanne Switzerland Dept. DIBRIS University of Genova Italy

ISBN: (数字)9781728188591

ISBN: (纸本)9781665406802

Handwriting learning is a long and complex process that takes about ten years to be fully mastered. Nearly one-third of all children aged 4-12 experiences handwriting difficulties and, sadly, most of them are left to fight them on their own, due to the scarcity of tools for the detection and remediation of such difficulties. Building on state-of-the-art digital solutions for automated handwriting assessment and the training of specific handwriting-related skills, in this article we discuss requirements, rationale, and architecture of a system for handwriting training, which relies on a social robot as a mediator agent, offering personalized training and suggestions. The system is envisioned to operate autonomously and to support long-term interactions via personalization. Preliminary validation of the system in an experiment with 31 children showed its potential not only for autonomously guiding handwriting training sessions, but also for its inclusion in the teachers’ practice.

关键词： Training Architecture Social robots Buildings Systems architecture computer architecture Aging

来源：评论

学校读者我要写书评

暂无评论

Responsive Joint Attention in human-Robot interaction

Responsive Joint Attention in Human-Robot Interaction

引用

2019 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS)

作者： André Pereira Catharine Oertel Leonor Fermoselle Joe Mendelson Joakim Gustafson Speech Music and Hearing Lab EECS KTH Royal Institute of Technology Stockholm Sweden Computer-Human Interaction Lab for Learning & Instruction at École Polytechnique Fédérale de Lausanne Switzerland

Joint attention has been shown to be not only crucial for human-human interaction but also human-robot interaction. Joint attention can help to make cooperation more efficient, support disambiguation in instances of uncertainty and make interactions appear more natural and familiar. In this paper, we present an autonomous gaze system that uses multimodal perception capabilities to model responsive joint attention mechanisms. We investigate the effects of our system on people's perception of a robot within a problem-solving task. Results from a user study suggest that responsive joint attention mechanisms evoke higher perceived feelings of social presence on scales that regard the direction of the robot's perception.

关键词：

来源：评论

学校读者我要写书评

暂无评论

When Positive Perception of the Robot Has No Effect on learning

When Positive Perception of the Robot Has No Effect on Learn...

引用

IEEE International Workshop on Robot and human Communication (ROMAN)

作者： Jauwairia Nasir Utku Norman Barbara Bruno Pierre Dillenbourg Computer-Human Interaction in Learning and Instruction (CHILI) Lab Swiss Federal Institute of Technology in Lausanne (EPFL) Switzerland MOBOTS group within the Biorobotics Laboratory (BioRob) Swiss Federal Institute of Technology in Lausanne (EPFL) Switzerland

ISBN: (数字)9781728160757

ISBN: (纸本)9781728160764

humanoid robots, with a focus on personalised social behaviours, are increasingly being deployed in educational settings to support learning. However, crafting pedagogical HRI designs and robot interventions that have a real, positive impact on participants' learning, as well as effectively measuring such impact, is still an open challenge. As a first effort in tackling the issue, in this paper we propose a novel robot-mediated, collaborative problem solving activity for school children, called JUSThink, aiming at improving their computational thinking skills. JUSThink will serve as a baseline and reference for investigating how the robot's behaviour can influence the engagement of the children with the activity, as well as their collaboration and mutual understanding while working on it. To this end, this first iteration aims at investigating (i) participants' engagement with the activity (Intrinsic Motivation Inventory-IMI), their mutual understanding (IMIlike) and perception of the robot (Godspeed Questionnaire); (ii) participants' performance during the activity, using several performance and learning metrics. We carried out an extensive user-study in two international schools in Switzerland, in which around 100 children participated in pairs in one-hour long interactions with the activity. Surprisingly, we observe that while a teams' performance significantly affects how team members evaluate their competence, mutual understanding and task engagement, it does not affect their perception of the robot and its helpfulness, a fact which highlights the need for baseline studies and multi-dimensional evaluation metrics when assessing the impact of robots in educational activities.

关键词： Conferences humanoid robots Collaboration Particle measurements Collaborative work Task analysis Robots

来源：评论

学校读者我要写书评

暂无评论

An HMM-based Real-time Intervention Methodology for a Social Robot Supporting learning

An HMM-based Real-time Intervention Methodology for a Social...

引用

IEEE International Workshop on Robot and human Communication (ROMAN)

作者： Jauwairia Nasir Mortadha Abderrahim Barbara Bruno Pierre Dillenbourg Human-Centered Artificial Intelligence (HCAI) Lab University of Augsburg Germany Computer-Human Interaction in Learning and Instruction (CHILI) Lab Swiss Federal Institute of Technology in Lausanne (EPFL) Switzerland Socially Assistive Robotics with Artificial Intelligence (SARAI) Lab Karlsruhe Institute of Technology (KIT) Germany

To make social robots effective in education, they need to be autonomous both in terms of assessing the student’s engagement state as well as intervening effectively in soft real-time when necessary. Hidden Markov Model (HMM) is an interpretable machine learning technique for modeling temporal data that is commonly used post-hoc to analyse latent learning processes. In this paper, we contribute by proposing an HMM-based intervention methodology for assessing and classifying the state of the student as either productive or unproductive in soft real-time. The system identifies and tracks states and patterns not conducive to learning, and a robot intervention is triggered whenever a too-high non-productive engagement is detected. In a pilot study with 22 children, we evaluate this methodology in terms of both 1) the effectiveness of the interventions on the students’ learning gains and on behaviors found conducive to learning, and 2) the students’ perception of the robotic interventions. Results suggest that the robot interventions have a positive effect on the post-test scores relative to the baseline robot, although there isn’t a significant difference in the learning gains. Moreover, interventions that try to induce reflective behaviors are most effective in inducing the required learning behavior, followed by communication-inducing interventions. Lastly, students’ perception of intervention usefulness does not reflect their actual effectiveness.

关键词：

来源：评论

学校读者我要写书评

暂无评论

Students as Teachers and Teachers as Facilitators

Students as Teachers and Teachers as Facilitators

引用

Annual Hawaii International Conference on System Sciences (HICSS)

作者： Lu Xiao C.B. Merkel H. Nash C. Ganoe M.B. Rosson J.M. Carroll E. Shon R. Lee U. Farooq Computer Supported Collaboration and Learning Lab Center for Human Computer Interaction School of Information Sciences and Technology Pennsylvania State University University Park PA USA

Teaching students computer technologies sometimes requires untraditional teaching methods in schools, as it is not uncommon that students possess more advanced computer skills than teachers in today’s classrooms. In this paper, we present our study of a course website design project in a public high school to investigate new teaching strategies in technology education. We observed how students and teachers shifted roles during the project, i.e., students became technology consultants and trainers while teachers, although still acting as facilitators of the process, also became learners. This role-shifting resulted in augmented learning outcomes for the student. For the teacher, the challenge of adopting the unconventional role of teacher-as-student required a new teaching paradigm, bringing to light the inherent tensions brought about by such role changes and skill differentials. Lessons we learned from this study are discussed as well as suggestions for teachers and schools that are interested in adopting this approach.

关键词： Educational institutions Information technology computer science education Collaboration human computer interaction Web page design Educational technology Educational programs computer interfaces Libraries

来源：评论

学校读者我要写书评

暂无评论

From Lenses to Living Rooms: A Policy Brief on Eye Tracking in XR Before the Impending Boom 6

From Lenses to Living Rooms: A Policy Brief on Eye Tracking ...

引用

6th IEEE International Conference on Artificial Intelligence and eXtended and Virtual Reality, AIxVR 2024

作者： Byrne, Sean Anthony Castner, Nora Bozkir, Efe Niehorster, Diederick C. Kasneci, Enkelejda Imt School for Advanced Studies Lucca MoMiLab Lucca Italy Carl Zeiss Vision International GmbH Tübingen Germany Technical University of Munich Human-Centered Technologies for Learning Munich Germany University of Tübingen Human-Computer Interaction Tübingen Germany Lund University Humanities Lab & Lund University Dept. of Psychology Lund Sweden

ISBN: (纸本)9798350372021

As tech giants such as Apple and Meta invest heavily in Virtual and Augmented Reality (VR/AR) technologies, often collectively termed Extended Reality (XR) devices, a significant societal concern emerges: The use of eye-tracking technology within these devices. Gaze data holds immense value, revealing insights into user attention, health, and cognitive states. This raises substantial concerns over privacy and fairness, with potential risks of targeted ads, unauthorized surveillance, and data re-purposing. As the impact of eye tracking is due to transition from the lab to the broader public, this paper underscores these pivotal issues in a digestible manner to the general audience. To this end, we first outline the eye-tracking data collection process and its potential for user insights. Second, we introduce perspectives from the domain of privacy, emphasizing its significance as a pivotal measure to guard against the improper use of eye-tracking data. Third, we provide a set of guidelines created by researchers actively working within this space. These recommendations are designed to guide policymakers and the general public toward establishing informed, equitable, and privacy-centric standards surrounding these devices. © 2024 IEEE.

关键词： Eye tracking

来源：评论

学校读者我要写书评

暂无评论

AlloHaptic: Robot-Mediated Haptic Collaboration for learning Linear Functions*

AlloHaptic: Robot-Mediated Haptic Collaboration for Learning...

引用

IEEE International Workshop on Robot and human Communication (ROMAN)

作者： Hala Khodr Soheil Kianzad Wafa Johal Aditi Kothiyal Barbara Bruno Pierre Dillenbourg Computer Human Interaction in Learning and Instruction Laboratory (CHILI) Swiss Federal Institute of Technology (EPFL) Lausanne Switzerland Department of Computer Science University of British Columbia University of New South Wales Sydney Australia MOBOTS Group in BIOROB EPFL Lausanne

ISBN: (数字)9781728160757

ISBN: (纸本)9781728160764

Collaborative learning appears in a joint intellectual efforts of individuals to understand an object of knowledge collectively. In their search for understanding the problems, meanings, and solutions, learners employ different multi-modal strategies. In this work, we explore the role of force feedback in learners interaction with tangible hand-held robots. We designed a collaborative learning environment to provide embodied intuitions on linear mathematical functions combined with graphical representations and ran a first study involving 24 participants. Our analysis shows a positive learning gain for our learning activity. Moreover, to explore the link between different types of force feedback and learners' collaboration, we designed a focus group study with 12 participants. Our results suggest that the haptic communication channel affects the collaboration dynamic differently according to the nature of the learning task. We finish by proposing design insights for future exploration of haptic in collaborative learning.

关键词：

来源：评论

学校读者我要写书评

暂无评论

Permanent magnet-assisted omnidirectional ball drive

Permanent magnet-assisted omnidirectional ball drive

引用

2016 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS)

作者： Ayberk Özgür Wafa Johal Pierre Dillenbourg Ecole Polytechnique Federale de Lausanne Lausanne VD CH Computer-Human Interaction in Learning and Instruction (CHILI) Laboratoire de Systèmes Robotiques (LSRO) Ecole Polytechnique Fédérale de Lausanne (EPFL) Switzerland

We present an omnidirectional ball wheel drive design that utilizes a permanent magnet as the drive roller to generate the contact force. Particularly interesting for novel human-mobile robot interaction scenarios where the users are expected to physically interact with many palm-sized robots, our design combines simplicity, low cost and compactness. We first detail our design and explain its key parameters. Then, we present our implementation and compare it with an omniwheel drive built with identical conditions and similar cost. Finally, we elaborate on the main advantages and drawbacks of our design.

关键词： Wheels Magnetostatics Magnetic cores Force Mobile robots Robot sensing systems

来源：评论

学校读者我要写书评

暂无评论

没有更多数据了...

全选清除本页清除全部题录导出标记到“检索档案”

共4页 << < 1 2 3 4 > >>

检索报告对象比较合并检索0

隐藏清空

合并搜索

回到顶部

执行限定条件

内容：

评分：

请选择保存的检索档案：

请选择收藏分类：

订阅名称：

通借通还

温馨提示：

图书名称：

借书校区：

取书校区：

手机号码：

邮箱地址：

一卡通帐号：

电话和邮箱必须正确填写，我们会与您联系确认。

联系人：

所在院系：

联系邮箱：

联系电话：

内蒙古自治区呼和浩特市赛罕区大学西街235号邮编: 010021

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：