Using Affect as a Communication Modality to Improve Human-Robot Communication in Robot-Assisted Search and Rescue Scenarios
Why this work is in the frame
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Bibliographic record
Abstract
Emotions can provide a natural communication modality to complement the existing multi-modal capabilities of social robots, such as text and speech, in many domains. We conducted three online studies with 112, 223, and 151 participants, respectively, to investigate the benefits of using emotions as a communication modality for Search And Rescue (SAR) robots. In the first experiment, we investigated the feasibility of conveying information related to SAR situations through robots’ emotions, resulting in mappings from SAR situations to emotions. The second study used Affect Control Theory as an alternative method for deriving such mappings. This method is more flexible, e.g., allows for such mappings to be adjusted for different emotion sets and different robots. In the third experiment, we created affective expressions for an appearance-constrained outdoor field research robot using LEDs as an expressive channel. Using these affective expressions in a variety of simulated SAR situations, we evaluated the effect of these expressions on participants’ (in the role rescue workers) situational awareness. Our results and proposed methodologies (a) provide insights on how emotions could help conveying messages in the context of SAR, and (b) show evidence on the effectiveness of adding emotions as a communication modality in a (simulated) SAR communication context.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it