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The goal of the MPLab is to develop systems that perceive and interact with humans in real time using natural communication channels. To this effect we are developing perceptual primitives to detect and track human faces and to recognize facial expressions. We are also developing algorithms for robots that develop and learn to interact with people on their own. Applications include personal robots, perceptive tutoring systems, and system for clinical assessment, monitoring, and intervention.

  • Introduction to the MPLab (PDF)
  • MPLAB 5 Year Progress Report (PDF)

  • NEWS


    ECEC
    Thursday May 15, 2008
    3:15-4:30 pm
    Marjo

    - 9 children trained with Rubi (no teacher)
    - No malfunctions in the autonomous mode
    - The children gave soft blocks to Rubi, not the test items
    - Children played with Rubi several times, alone or in the group
    - At least one child repeated Finnish words, “kenkä” (shoe)

    ECEC
    Friday May 16, 2008
    9:00-10:45 pm
    Marjo, Micah

    - 6 children trained with Rubi
    - Teacher guided 2 of the children by saying e.g. Rubi wants something. This kind of instruction seemed to work.
    - Some minor malfunctionsin the control mode: losing connection and showing an item on full screen a couple of times
    - Children hadn’t played with Rubi in the morning –> didn’t change their interest in Rubi.
    - Some of the children repeated Finnish words, “ei” (no), “juna” (train)
    - Teacher suggested different variations on interaction, e.g. 1 item/day, 1item/child (if two child are playing–>2 trains etc.)

    ECEC
    Wednesday May 14, 2008
    3:20-4:30 pm
    Marjo

    - 8 children (no teacher)
    - autonomous mode ok
    - no malfunctions in games or robot
    - giving items to RUBI is still difficult to the children
    - cover removed from the cup

    ECEC
    Thursday May 15, 2008
    9:00-10:15 am
    Marjo, Micah

    - children played outside in the morning instead of playing with Rubi (8-9am) –> no influence on the controlled training session, e.g. the children didn’t show more interest in Rubi
    - 8 children (no teacher)
    - Some of the children played with Rubi several times
    - 3 or more children with Rubi at the time was too much (this happened at the end of the session)
    - minor malfunctions: 1) connection between Rubi and control panel was lost a couple of times, 2) one item was shown once on full screen

    ECEC
    Tuesday May 13, 2008
    3:45-5:00 pm
    Marjo

    - 6 children (no teacher)
    - item game and songs were not running
    - autonomous mode ok after restarting RUBI
    - parents in the classroom at the end of the session

    ECEC
    Wednesday May 14, 2008
    9:30-10:30 am
    Marjo, Micah

    - 6 children (no teacher)
    - control mode (names, song, item game, song)
    - no malfunctions, also hands were working well
    - 2 children played with Rubi at the same time
    - approx. 10 min./session
    - children had already played with Rubi in the morning from 8 to 9 –> some of the children didn’t want to play again

    Monday May 12, 2008
    3:30-5:00 pm
    Marjo

    - 5 children (no teacher)
    - autonomous mode (songs, object game, hands)
    - no malfunctions in RUBI
    - suggestions from the teacher:
    1) repeating a word e.g. for 5 minutes?
    2) playing music autonomously (without touching the screen)?

    Tuesday May 13, 2008
    9:20-10:00 am
    Micah, Marjo

    - 6 children (no teacher)
    - 2 children played with RUBI at the same time
    - approx. 8-10 min. / 2 children
    - control mode
    - automatic hands
    - structure: names, song, items, song
    - object game in the control panel didn’t work
    - automatic hands stopped working
    - connection between control panel and RUBI was lost several times, but managed to connect again

    ECEC
    Friday May 9, 2008
    10-11 am
    Marjo, Micah

    - 4 children (+1 teacher)
    - control mode
    - no malfuntions while playing with RUBI
    - videotaping ok (3 children)
    - position of RUBI is problematic (difficulties in seeing especially RUBI’s hands from the observation room –> difficulties in right timing i.e. closing hands)
    - teacher used English and Finnish while training
    - add Finnish game to the control panel
    - more cameras needed
    - 2 arms to work at the same time
    - do not reject an item, but play a new sound
    - do structured playing: name, song, Finnish game, bye-bye

    Friday May 9, 2008
    3:30-> pm
    - installing 4 cameras

    ECEC
    Monday May 12, 2008
    9:30-10:30 am
    Marjo, Micah, Javier

    - 4 children (+ 1 teacher)
    - control mode
    - videotaping ok (4 children)
    - connection between RUBI and control panel lost several times
    - finnish game in the control panel didn’t work
    - dance is too long
    - need to close hand faster
    - finish a RUBI session by playing a song
    - more child-centered than teacher-directed activities with RUBI
    - give new instructions to teachers

    ECEC Room 1
    May 5, 2008
    9:30-10:45 am
    Marjo and Micah

    Pre-test:
    - Testing 3 children, who were not tested on May 2
    - Testing 5 children, who played less than 3 rounds on May 2
    - Camera added for recording facial expressions
    - Logger ok, camera ok, no malfunctions in the pre-test game
    - A child may have selected a new player while he was playing
    - Multiple skips mean the child lost interest and the teacher tried to end the game

    ECEC, Room1
    May 2, 2008
    9-10 am

    Instructions to teacher:
    1) Tell children to use fingertip
    2) Use the skip code (tapping right corner 3 times), if needed
    3) Children should play ideally 3 rounds or more.
    4) Avoid looking at the screen
    5) Encourage the child to play
    6) Teacher can repeat questions

    Practice trials with the teacher

    Pre-test notes:
    - 6 children were tested
    - 3 children, who were not at ECEC today, are tested on Monday May 5
    - Children did from 1 to several (more than 3) trials
    - Game and logger worked well. No malfunctions.
    - Videotaping and observations from the observation room. Only the teacher and a child in the test room.
    - Videotaping children’s facial expressions would be valuable to catch different expressions between English and Finnish words
    - Some children used finger nail, which does not work, or touched the screen too lightly
    - Game design: Bee is distracting to some of the children
    - Some of the children are bilingual->might be good to collect data about children’s native languages.
    - Last trial by Micah

    Call: 

    http://hmi.ewi.utwente.nl/conference/ECAG08

    Deadline:  June 15


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