This paper replicated the study The Physical Presence of a Robot Tutor Increases Cognitive Learning Gains by Leyzberg et al. to explore the robustness of the results that a physically embodied robot tutor increases the cognitive gains of the participants. To measure this effect, participants completed 3 nonogram puzzles under three conditions: (1) personalized visual advice with no robot, (2) personalized advice from a video representation of a robot, and (3) personalized advice from a physically present robot. ANOVA tests were conducted to determine if there were significant differences in the improvement times from puzzle to puzzle between the three conditions. There was a significant improvement from the first puzzle to the last puzzle, but we did not have enough evidence to conclude that any difference exists in the improvement times between the conditions. This study was conducted in person during the COVID-19 pandemic, limiting the total number of participants to 15. Our participants were also limited to a relatively homogeneous population, mainly male undergraduate students at Carnegie Mellon University. Although this study was not able to show conclusive evidence of differences between cognitive learning gains as an effect of robot embodiment, robot embodiment is still an area worthy of continued research.Link to Report
A lattice graph-based ARA* motion planner for a guide robot for people with visual impairments.
A study investigating the effect of robot embodiment on human cognitive gains.
An online marketplace connecting farmers, distributors, and food banks. Winner of the Ayadee Hackathon in 2020.
A biometric-based payment platform that allows you to complete transactions using facial recognition.
A mood-based Spotify playlist generator. Third place winner of CMU's Hack-112 Hackathon in 2019.
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