@phdthesis{Schaper2019,
  author    = {Schaper, Philipp},
  title     = {Errors in Prospective Memory},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-175217},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2019},
  abstract  = {Prospektives Ged{\"a}chtnis beschreibt die F{\"a}higkeit Intentionen zu einem sp{\"a}teren Zeitpunkt als Reaktion auf einen Hinweisreiz auszuf{\"u}hren. Derartige Aufgaben finden sich zahlreich in Alltags- wie auch Arbeitskontexten, waren aber im Gegensatz zum retrospektiven Ged{\"a}chtnis lange Zeit nicht im Fokus der Forschung. Erst die Arbeit von Harris (1984) und insbesondere der Artikel von Einstein and McDaniel (1990) wurden Ausgangspunkte eines sich stetig vergr{\"o}ßernden Forschungsfeldes. Aufbauend auf dieser Forschung werden im Rahmen dieser Dissertationsschrift f{\"u}nf Journal-Artikel pr{\"a}sentiert und verkn{\"u}pft, die das Verst{\"a}ndnis zum prospektiven Ged{\"a}chtnis durch die Betrachtung von m{\"o}glichen Fehlern erweitern. Die erste Studie besch{\"a}ftigt sich mit der Frage ob zus{\"a}tzliche kognitiven Ressourcen ben{\"o}tigt werden um eine Intention zwischen dem Hinweisreiz und ihrer Ausf{\"u}hrung aufrecht zu erhalten. Die Folgerungen von Einstein, McDaniel, Williford, Pagan, and Dismukes (2003), die eine derartige Aufrechterhaltung vorschlugen konnten nicht repliziert werden. In der zweiten Studie konnte gezeigt werden, dass Unterbrechungen zwischen Hinweisreiz und Ausf{\"u}hrung der Intention insbesondere dann negative Folgen zeigen, wenn sie mit einem Kontextwechsel verbunden sind. In den Studien drei bis f{\"u}nf stand das irrt{\"u}mliche Ausf{\"u}hren von beendeten prospektiven Ged{\"a}chtnisaufgaben im Zentrum der Untersuchung. Hier konnte nicht nur gezeigt werden, dass die bisherige Theorie zur Vorhersage derartiger Fehler, die vor allem auf Unterdr{\"u}ckung der Reaktion beruht (Bugg, Scullin, \& Rauvola, 2016), mit den Ergebnissen speziell zu deren Pr{\"u}fung entworfener Experimente nicht zu vereinbaren ist. Dar{\"u}ber hinaus wurde im Rahmen der Untersuchungen eine Modifikation der Theorie ausgearbeitet, die besser geeignet erscheint sowohl bisherige Ergebnisse als auch die hinzugekommenen Experimente vorherzusagen. {\"U}ber alle f{\"u}nf Artikel wird zus{\"a}tzlich verdeutlicht, dass der Moment in dem der Hinweisreiz pr{\"a}sentiert wird eine noch gr{\"o}ßere Rolle zu spielen scheint, als durch bisherige Forschung deutlich geworden ist.},
  subject      = {Ged{\"a}chtnis},
  language  = {en}
}
@article{ObremskiLugrinSchaperetal.2021,
  author    = {Obremski, David and Lugrin, Jean-Luc and Schaper, Philipp and Lugrin, Birgit},
  title     = {Non-native speaker perception of Intelligent Virtual Agents in two languages: the impact of amount and type of grammatical mistakes},
  series = {Journal on Multimodal User Interfaces},
  volume    = {15},
  journal   = {Journal on Multimodal User Interfaces},
  number    = {2},
  issn      = {1783-8738},
  doi       = {10.1007/s12193-021-00369-9},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-269984},
  pages     = {229-238},
  year      = {2021},
  abstract  = {Having a mixed-cultural membership becomes increasingly common in our modern society. It is thus beneficial in several ways to create Intelligent Virtual Agents (IVAs) that reflect a mixed-cultural background as well, e.g., for educational settings. For research with such IVAs, it is essential that they are classified as non-native by members of a target culture. In this paper, we focus on variations of IVAs' speech to create the impression of non-native speakers that are identified as such by speakers of two different mother tongues. In particular, we investigate grammatical mistakes and identify thresholds beyond which the agents is clearly categorised as a non-native speaker. Therefore, we conducted two experiments: one for native speakers of German, and one for native speakers of English. Results of the German study indicate that beyond 10\% of word order mistakes and 25\% of infinitive mistakes German-speaking IVAs are perceived as non-native speakers. Results of the English study indicate that beyond 50\% of omission mistakes and 50\% of infinitive mistakes English-speaking IVAs are perceived as non-native speakers. We believe these thresholds constitute helpful guidelines for computational approaches of non-native speaker generation, simplifying research with IVAs in mixed-cultural settings.},
  language  = {en}
}
@article{DonnermannSchaperLugrin2022,
  author    = {Donnermann, Melissa and Schaper, Philipp and Lugrin, Birgit},
  title     = {Social robots in applied settings: a long-term study on adaptive robotic tutors in higher education},
  series = {Frontiers in Robotics and AI},
  volume    = {9},
  journal   = {Frontiers in Robotics and AI},
  issn      = {2296-9144},
  doi       = {10.3389/frobt.2022.831633},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-266012},
  year      = {2022},
  abstract  = {Learning in higher education scenarios requires self-directed learning and the challenging task of self-motivation while individual support is rare. The integration of social robots to support learners has already shown promise to benefit the learning process in this area. In this paper, we focus on the applicability of an adaptive robotic tutor in a university setting. To this end, we conducted a long-term field study implementing an adaptive robotic tutor to support students with exam preparation over three sessions during one semester. In a mixed design, we compared the effect of an adaptive tutor to a control condition across all learning sessions. With the aim to benefit not only motivation but also academic success and the learning experience in general, we draw from research in adaptive tutoring, social robots in education, as well as our own prior work in this field. Our results show that opting in for the robotic tutoring is beneficial for students. We found significant subjective knowledge gain and increases in intrinsic motivation regarding the content of the course in general. Finally, participation resulted in a significantly better exam grade compared to students not participating. However, the extended adaptivity of the robotic tutor in the experimental condition did not seem to enhance learning, as we found no significant differences compared to a non-adaptive version of the robot.},
  language  = {en}
}
@article{ObremskiFriedrichHaaketal.2022,
  author    = {Obremski, David and Friedrich, Paula and Haak, Nora and Schaper, Philipp and Lugrin, Birgit},
  title     = {The impact of mixed-cultural speech on the stereotypical perception of a virtual robot},
  series = {Frontiers in Robotics and AI},
  volume    = {9},
  journal   = {Frontiers in Robotics and AI},
  issn      = {2296-9144},
  doi       = {10.3389/frobt.2022.983955},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-293531},
  year      = {2022},
  abstract  = {Despite the fact that mixed-cultural backgrounds become of increasing importance in our daily life, the representation of multiple cultural backgrounds in one entity is still rare in socially interactive agents (SIAs). This paper's contribution is twofold. First, it provides a survey of research on mixed-cultured SIAs. Second, it presents a study investigating how mixed-cultural speech (in this case, non-native accent) influences how a virtual robot is perceived in terms of personality, warmth, competence and credibility. Participants with English or German respectively as their first language watched a video of a virtual robot speaking in either standard English or German-accented English. It was expected that the German-accented speech would be rated more positively by native German participants as well as elicit the German stereotypes credibility and conscientiousness for both German and English participants. Contrary to the expectations, German participants rated the virtual robot lower in terms of competence and credibility when it spoke with a German accent, whereas English participants perceived the virtual robot with a German accent as more credible compared to the version without an accent. Both the native English and native German listeners classified the virtual robot with a German accent as significantly more neurotic than the virtual robot speaking standard English. This work shows that by solely implementing a non-native accent in a virtual robot, stereotypes are partly transferred. It also shows that the implementation of a non-native accent leads to differences in the perception of the virtual robot.},
  language  = {en}
}
@article{RiedmannSchaperLugrin2022,
  author    = {Riedmann, Anna and Schaper, Philipp and Lugrin, Birgit},
  title     = {Integration of a social robot and gamification in adult learning and effects on motivation, engagement and performance},
  series = {AI \& Society},
  journal   = {AI \& Society},
  issn      = {0951-5666},
  doi       = {10.1007/s00146-022-01514-y},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-324208},
  year      = {2022},
  abstract  = {Learning is a central component of human life and essential for personal development. Therefore, utilizing new technologies in the learning context and exploring their combined potential are considered essential to support self-directed learning in a digital age. A learning environment can be expanded by various technical and content-related aspects. Gamification in the form of elements from video games offers a potential concept to support the learning process. This can be supplemented by technology-supported learning. While the use of tablets is already widespread in the learning context, the integration of a social robot can provide new perspectives on the learning process. However, simply adding new technologies such as social robots or gamification to existing systems may not automatically result in a better learning environment. In the present study, game elements as well as a social robot were integrated separately and conjointly into a learning environment for basic Spanish skills, with a follow-up on retained knowledge. This allowed us to investigate the respective and combined effects of both expansions on motivation, engagement and learning effect. This approach should provide insights into the integration of both additions in an adult learning context. We found that the additions of game elements and the robot did not significantly improve learning, engagement or motivation. Based on these results and a literature review, we outline relevant factors for meaningful integration of gamification and social robots in learning environments in adult learning.},
  language  = {en}
}