CoWriter Project

The CoWriter Project: Teaching a Robot how to Write Authors: Deanna Hood École Polytechnique Fédérale de Lausanne, Lausanne, Switzerland Séverin Lemaignan École Polytechnique Fédérale de Lausanne (EPFL), Lausanne, Switzerland Pierre Dillenbourg Ecole Polytechnique Fédérale de Lausanne (EPFL), Lausanne, Switzerland Published in: Cover Image · Proceeding HRI'15 Extended Abstracts Proceedings of the Tenth Annual ACM/IEEE International Conference on Human-Robot Interaction Extended Abstracts Pages 269-269 Portland, Oregon, USA — March 02 - 05, 2015 ACM New York, NY, USA ©2015 table of contents ISBN: 978-1-4503-3318-4 doi>10.1145/2701973.2702091 The CoWriter Project: Teaching a Robot how to Write Published by ACM 2015 Article Abstract Bibliometrics Data Bibliometrics · Citation Count: 0 · Downloads (cumulative): n/a · Downloads (12 Months): n/a · Downloads (6 Weeks): n/a Tools and Resources TOC Service: Spacer Image reserves space for checkmark when TOC Service is updated Toc Alert via EmailEmail Toc Alert via EmailRSS Save to Binder Export Formats: BibTeX EndNote ACM Ref Upcoming Conference: HRI '20 Share: | Author Tags Expand Author Tags Contact The DL Team Contact Us | Switch to single page view (no tabs) Abstract Source Materials Authors References Cited By Index Terms Publication Reviews Comments Table of Contents This video (that accompanies the paper "When Children Teach a Robot to Write: An Autonomous Teachable Humanoid Which Uses Simulated Handwriting" by the same authors, and presented as well during this conference) presents the first results of the EPFL CoWriter project. The project aims at building a robotic partner which children can teach handwriting. The system allows for the learning by teaching paradigm to be employed in the interaction, so as to stimulate meta-cognition, empathy and increased self-esteem in the child user. It is hypothesised that use of a humanoid robot in such a system could not just engage an unmotivated student, but could also present the opportunity for children to experience physically-induced benefits encountered during human-led handwriting interventions, such as motor mimicry.