教學大綱 Syllabus

科目名稱:機器人與AI互動專題:理論與研究

Course Name: Seminar on Human-Robot Interaction and Human-AI Interaction: Theories and Research

修別:選

Type of Credit: Elective

3.0

學分數

Credit(s)

10

預收人數

Number of Students

課程資料Course Details

課程簡介Course Description

請注意:此門課程將以英語授課,所有的課間報告與討論也將以英文進行。Note: This course will be taught in English. All the in-class presentations and discussions will also be in English.

 

This seminar course explores advanced theories and research in Human-Robot Interaction (HRI) and Human-AI Interaction (HAI). Students will examine cutting-edge studies and core concepts in the field, including interaction dynamics, social implications, and the evolving roles of robots and AI agents in human environments. Through in-depth discussions and analyses of academic papers, students will critically evaluate the theoretical and empirical foundations of HRI and HAI while considering their applications in diverse contexts. The course also emphasizes understanding how these technologies influence communication, collaboration, and social structures.

核心能力分析圖 Core Competence Analysis Chart

能力項目說明


    課程目標與學習成效Course Objectives & Learning Outcomes

    By the end of this course, students will:

    • Understand foundational and emerging theories in HRI and HAI.
      Develop a comprehensive knowledge of key frameworks and concepts in the field.
    • Critically analyze academic literature.
      Engage with research papers to evaluate methodologies, findings, and implications.
    • Examine social and ethical impacts of HRI/HAI technologies.
      Discuss how robots and AI agents shape societal norms and values.
    • Apply theoretical insights to real-world scenarios.
      Consider how research findings can inform future design and applications.
    • Communicate academic ideas effectively.
      Lead and contribute to seminar discussions with clear and critical perspectives.

    每周課程進度與作業要求 Course Schedule & Requirements

    Week

    Topic

    Content and Reading Assignment

    Teaching Activities and Homework

    1

    Introduction and course overview

     

     

    2

    What is Human-Robot Interaction and Human-AI Interaction?

    Nass, C., & Moon, Y. (2000). Machines and mindlessness: Social responses to computers. Journal of social issues56(1), 81-103.

    Amershi, S., Weld, D., Vorvoreanu, M., Fourney, A., Nushi, B., Collisson, P., ... & Horvitz, E. (2019, May). Guidelines for human-AI interaction. In Proceedings of the 2019 chi conference on human factors in computing systems (pp. 1-13).

    Team Formation

    3

    Social Robots

    Forlizzi, J., & DiSalvo, C. (2006, March). Service robots in the domestic environment: a study of the roomba vacuum in the home. In Proceedings of the 1st ACM SIGCHI/SIGART conference on Human-robot interaction (pp. 258-265).

    Breazeal, C., Dautenhahn, K., & Kanda, T. (2016). Social robotics. Springer handbook of robotics, 1935-1972.

     

    4

    Anthropomorphism

    Epley, N., Waytz, A., & Cacioppo, J. T. (2007). On seeing human: a three-factor theory of anthropomorphism. Psychological review114(4), 864.

    Fink, J. (2012). Anthropomorphism and human likeness in the design of robots and human-robot interaction. In Social Robotics: 4th International Conference, ICSR 2012, Chengdu, China, October 29-31, 2012. Proceedings 4 (pp. 199-208). Springer Berlin Heidelberg.

     

    5

    Embodiment and Nonverbal Communication

    Mutlu, B., Shiwa, T., Kanda, T., Ishiguro, H., & Hagita, N. (2009, March). Footing in human-robot conversations: how robots might shape participant roles using gaze cues. In Proceedings of the 4th ACM/IEEE international conference on Human robot interaction (pp. 61-68).

    Jung, M. F., Lee, J. J., DePalma, N., Adalgeirsson, S. O., Hinds, P. J., & Breazeal, C. (2013, February). Engaging robots: easing complex human-robot teamwork using backchanneling. In Proceedings of the 2013 conference on Computer supported cooperative work (pp. 1555-1566).
    Mok, B. K. J., Yang, S., Sirkin, D., & Ju, W. (2015, August). A place for every tool and every tool in its place: Performing collaborative tasks with interactive robotic drawers. In 2015 24th IEEE international symposium on robot and human interactive communication (RO-MAN) (pp. 700-706). IEEE.

     

    6

    Chatbot and Verbal Communication

    Luger, E., & Sellen, A. (2016, May). " Like Having a Really Bad PA" The Gulf between User Expectation and Experience of Conversational Agents. In Proceedings of the 2016 CHI conference on human factors in computing systems (pp. 5286-5297).

    Liao, Q. V., Mas-ud Hussain, M., Chandar, P., Davis, M., Khazaeni, Y., Crasso, M. P., ... & Geyer, W. (2018, April). All work and no play?. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (pp. 1-13).

    Torrey, C., Fussell, S. R., & Kiesler, S. (2013, March). How a robot should give advice. In 2013 8th ACM/IEEE International Conference on Human-Robot Interaction (HRI) (pp. 275-282). IEEE.

    Team Projects:

    Idea Pitch

    7

    Spring Break

     

     

    8

    Designing AI user experiences

    Yang, Q., Steinfeld, A., Rosé, C., & Zimmerman, J. (2020, April). Re-examining whether, why, and how human-AI interaction is uniquely difficult to design. In Proceedings of the 2020 chi conference on human factors in computing systems (pp. 1-13).

    Yang, Q., Steinfeld, A., & Zimmerman, J. (2019, May). Unremarkable AI: Fitting intelligent decision support into critical, clinical decision-making processes. In Proceedings of the 2019 CHI conference on human factors in computing systems (pp. 1-11).

    Kay, M., Kola, T., Hullman, J. R., & Munson, S. A. (2016, May). When (ish) is my bus? user-centered visualizations of uncertainty in everyday, mobile predictive systems. In Proceedings of the 2016 chi conference on human factors in computing systems (pp. 5092-5103).

     

    9

    Transparent and explainable AI

    Wang, D., Yang, Q., Abdul, A., & Lim, B. Y. (2019, May). Designing theory-driven user-centric explainable AI. In Proceedings of the 2019 CHI conference on human factors in computing systems (pp. 1-15).

    Shneiderman, B. (2020). Human-centered artificial intelligence: Reliable, safe & trustworthy. International Journal of Human–Computer Interaction36(6), 495-504.

    (Optional) Ehsan, U., Passi, S., Liao, Q. V., Chan, L., Lee, I. H., Muller, M., & Riedl, M. O. (2024, May). The Who in XAI: How AI Background Shapes Perceptions of AI Explanations. In Proceedings of the CHI Conference on Human Factors in Computing Systems (pp. 1-32).

     

    10

    Team Projects:

    Midterm Research Proposal Presentation

     

    Presentation

    11

    Team Projects:

    In-Class

    Discussion

     

     

    12

    Collaboration, Teamwork, and Work settings

    Hinds, P. J., Roberts, T. L., & Jones, H. (2004). Whose job is it anyway? A study of human-robot interaction in a collaborative task. Human–Computer Interaction19(1-2), 151-181.

    Jung, M. F., Martelaro, N., & Hinds, P. J. (2015, March). Using robots to moderate team conflict: the case of repairing violations. In Proceedings of the tenth annual ACM/IEEE international conference on human-robot interaction (pp. 229-236).

    Fraune, M. R., Šabanović, S., & Smith, E. R. (2017, August). Teammates first: Favoring ingroup robots over outgroup humans. In 2017 26th IEEE international symposium on robot and human interactive communication (RO-MAN) (pp. 1432-1437). IEEE.

     

    13

    Team Projects:

    In-Class

    Data Collection

     

     

    14

    Emotion

    Boehner, K., DePaula, R., Dourish, P., & Sengers, P. (2007). How emotion is made and measured. International Journal of Human-Computer Studies65(4), 275-291.

    Breazeal, C., & Brooks, R. (2005). Robot emotion: A functional perspective. Who needs emotions, 271-310.

    Lee, M. K., Kiesler, S., Forlizzi, J., & Rybski, P. (2012, May). Ripple effects of an embedded social agent: a field study of a social robot in the workplace. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 695-704).

     

    15

    Fairness, Trust, and Ethics

    Malle, B. F., Scheutz, M., Arnold, T., Voiklis, J., & Cusimano, C. (2015, March). Sacrifice one for the good of many? People apply different moral norms to human and robot agents. In Proceedings of the tenth annual ACM/IEEE international conference on human-robot interaction (pp. 117-124).

    Claure, H., Kim, S., Kizilcec, R. F., & Jung, M. (2023). The social consequences of machine allocation behavior: Fairness, interpersonal perceptions and performance. Computers in human behavior146, 107628.

    Hou, Y. T. Y., & Jung, M. F. (2021). Who is the expert? Reconciling algorithm aversion and algorithm appreciation in AI-supported decision making. Proceedings of the ACM on Human-Computer Interaction5(CSCW2), 1-25.

    Hou, Y. T. Y., Lee, W. Y., & Jung, M. (2023, April). “Should I Follow the Human, or Follow the Robot?”—Robots in Power Can Have More Influence Than Humans on Decision-Making. In Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems (pp. 1-13).

     

    16

    Team Projects: Final Poster Session

     

    Poster Session

    17

    Flexible week

     

     

    18

    Flexible week

     

    Team Projects:

    Final Report

     

    * This syllabus is developed with reference to Professor Malte Jung's courses at Cornell University (USA): Robots, Teamwork, Emotion.

     

    授課方式Teaching Approach

    20%

    講述 Lecture

    40%

    討論 Discussion

    40%

    小組活動 Group activity

    0%

    數位學習 E-learning

    0%

    其他: Others:

    評量工具與策略、評分標準成效Evaluation Criteria

    The total score of 100 points will be the accumulation of these activities:

    • Leading a class (20%): Each student will lead one class over the course of the semester. (Students may form a team to co-lead. I will decide the size of the teams in the first week.) The class lead(s) will be responsible for the assigned readings and, if preferred, selecting 1-2 additional articles for students to read that apply concepts from that week’s readings to current work in Human-AI Interaction (HAII), Human-Robot Interaction (HRI), Computer-mediated communication (CMC), human-computer interaction (HCI), or a related area. Readings must be assigned to the rest of the class a week in advance. During the class session, the student(s) will be the class lead(s) to lead the discussion. The class lead(s) are encouraged to include multiple activities and up-to-date examples (such as short videos, memes, recent popular SNS posts, other student’s online discussion) to facilitate the discussion.
       
    • Online Discussion (15%): Each week (except for Week 1, team project presentation, team project data collection, and final poster sessions), students are expected to post comments on the topic in the online forum set up for that week.


    Each post should include (a) a short description of one surprising or interesting point from the readings assigned for that week, something you did not know before or had not thought deeply about; and (b) some implications of this interesting point for your own research or experience. Posts should be about 150-300 words and must be completed by 6 PM one day before the class to receive credit.

    Students should also comment on two other student's posts by 10 PM one day before the class to receive full credit.

    Each student is allowed to miss two weeks without any need for explanation, but no late submission will be accepted. If a student misses more than two assignments, no excuses will be accepted for the additional misses.

     

    • Team Research Projects (55%): Students will work in teams to conduct a research project on an HRI or HAII topic. This project can be design-oriented, theoretical analysis, or related to human’s behavior related to intelligent agents.

      Students are expected to work on:
       
      • Idea Pitch (5%): Students will prepare 2-3 research topics, why they find these topics interesting and important, supported by key previous studies (at least 2 for each topic). This written report should be 2-3 pages, double spaced, excluding tables and figures.

     

      • Midterm Research Proposal Presentation (15%): Students will present (1) one chosen research topic, (2) a refined introduction of research motivation supported by a brief literature review (with clear definitions of the main concepts, and at least 4 relevant studies), and (3) proposed research methods. The presentation should be between 8-12 minutes, followed by 5 minutes of Q&A.
          
      • Final Poster Session (15%): Each research project team will present its research and results to the class via a short oral presentation and a poster. Students also need to prepare a 1-2 minute of short video and upload it onto YouTube to attract attention about their research. Further details will be provided later in the semester.
         
      • Final Report (20%): Students will write a report of the project using standard report-writing style (e.g., introduction, related work (literature review), hypotheses, method, results, discussion). The research report should be 10-15 pages, double spaced, excluding tables and figures.

     

    • Class participation (10%): Students are expected to prepare for each class by reading and taking notes on the assigned readings and participating actively in class discussions. Students may be called on to summarize the major arguments, strengths, weaknesses, or problems in any assigned reading.

      Each student is allowed to miss two classes without any need for explanation. However, if a student misses more than two classes, no excuses will be accepted. Also, students should not miss their own class leading, team project presentation, data collection, or the poster session.
       
    • Bonus (2%): Participating in any user studies related to communication, design, psychology, and human-computer interaction at NCCU will lead to +0.5 of the final semester points. Students can participate in up to 4 studies. (If a study takes more than 30 minutes, it counts as 2 studies.)

    指定/參考書目Textbook & References

    已申請之圖書館指定參考書目 圖書館指定參考書查詢 |相關處理要點

    書名 Book Title 作者 Author 出版年 Publish Year 出版者 Publisher ISBN 館藏來源* 備註 Note

    維護智慧財產權,務必使用正版書籍。 Respect Copyright.

    本課程可否使用生成式AI工具Course Policies on the Use of Generative AI Tools

    有條件開放使用:Use of generative AI is encouraged, but students must briefly explain at the end of each assignment whether and how they used AI. Failing to do so will result in a score of 0. Conditional Permitted to Use

    課程相關連結Course Related Links

    
                

    課程附件Course Attachments

    課程進行中,使用智慧型手機、平板等隨身設備 To Use Smart Devices During the Class

    需經教師同意始得使用 Approval

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