In 1974 an article appeared in Science magazine with the dry-sounding title “Judgment Under Uncertainty: Heuristics and Biases” by a pair of psychologists who were not well known outside their discipline of decision theory. In it Amos Tversky and Daniel Kahneman introduced the world to Prospect Theory, which mapped out how humans actually behave when faced with decisions about gains and losses, in contrast to how economists assumed that people behave. Prospect Theory turned Economics on its head by demonstrating through a series of ingenious experiments that people are much more concerned with losses than they are with gains, and that framing a choice from one perspective or the other will result in decisions that are exactly the opposite of each other, even if the outcomes are monetarily the same. Prospect Theory led cognitive psychology in a new direction that began to uncover other human biases in thinking that are probably not learned but are part of our brain’s wiring.

Thinking fast and slow.

This paper is based on the premises that the purpose of engineering education is to graduate engineers who can design, and that design thinking is complex. The paper begins by briefly reviewing the history and role of design in the engineering curriculum. Several dimensions of design thinking are then detailed, explaining why design is hard to learn and harder still to teach, and outlining the research available on how well design thinking skills are learned. The currently most-favored pedagogical model for teaching design, project-based learning (PBL), is explored next, along with available assessment data on its success. Two contexts for PBL are emphasized: first-year cornerstone courses and globally dispersed PBL courses. Finally, the paper lists some of the open research questions that must be answered to identify the best pedagogical practices of improving design learning, after which it closes by making recommendations for research aimed at enhancing design learning.

Engineering Design Thinking, Teaching, and Learning

人教版高中英语新课程教材中,语言运用（Using Language）是每个单元必不可少的部分,提供了围绕单元中心话题的听、说、读、写的综合性练习,是单元中心话题的延续和升华.如何设计Using Language部分的教学,使自己的教学模式既不落俗套,又能真正体现新课程标准所倡导的教学理念,正是广大一线英语教师一直努力探索的问题.

打磨Using Language,倡导新理念

The Silent Language

Inevitably, reading is one of the requirements to be undergone. To improve the performance and quality, someone needs to have something new every day. It will suggest you to have more inspirations, then. However, the needs of inspirations will make you searching for some sources. Even from the other people experience, internet, and many books. Books and internet are the recommended media to help you improving your quality and performance.

The Logic and Limits of Trust

This study explores, in the context of semi-autonomous driving, how the content of the verbalized message accompanying the car’s autonomous action affects the driver’s attitude and safety performance. Using a driving simulator with an auto-braking function, we tested different messages that provided advance explanation of the car’s imminent autonomous action. Messages providing only “how” information describing actions (e.g., “The car is braking”) led to poor driving performance, whereas “why” information describing reasoning for actions (e.g., “Obstacle ahead”) was preferred by drivers and led to better driving performance. Providing both “how and why” resulted in the safest driving performance but increased negative feelings in drivers. These results suggest that, to increase overall safety, car makers need to attend not only to the design of autonomous actions but also to the right way to explain these actions to the drivers.

https://wendyju.com/publications/WhyDidMyCarJustDoThat.pdf

Why did my car just do that? Explaining semi-autonomous driving actions to improve driver understanding, trust, and performance

The animation techniques of anticipation and reaction can help create robot behaviors that are human readable such that people can figure out what the robot is doing, reasonably predict what the robot will do next, and ultimately interact with the robot in an effective way. By showing forethought before action and expressing a reaction to the task outcome (success or failure), we prototyped a set of human-robot interaction behaviors. In a 2 (forethought vs. none: between) x 2 (reaction to outcome vs. none: between) x 2 (success vs. failure task outcome: within) experiment, we tested the influences of forethought and reaction upon people's perceptions of the robot and the robot's readability. In this online video prototype experiment (N=273), we have found support for the hypothesis that perceptions of robots are influenced by robots showing forethought, the task outcome (success or failure), and showing goal-oriented reactions to those task outcomes. Implications for theory and design are discussed.

/pdf/expressing-thought-improving-robot-readability-with-33xr8b7wqf.pdf

Expressing thought: improving robot readability with animation principles

How will pedestrians and bicyclists interact with autonomous vehicles when there is no human driver? In this paper, we outline a novel method for performing observational field experiments to investigate interactions with driverless cars. We provide a proof-of-concept study (N=67), conducted at a crosswalk and a traffic circle, which applies this method. In the study, participants encountered a vehicle that appeared to have no driver, but which in fact was driven by a human confederate hidden inside. We constructed a car seat costume to conceal the driver, who was specially trained to emulate an autonomous system. Data included video recordings and participant responses to post-interaction questionnaires. Pedestrians who encountered the car reported that they saw no driver, yet they managed interactions smoothly, except when the car misbehaved by moving into the crosswalk just as they were about to cross. This method is the first of its kind, and we believe that it contributes a valuable technique for safely acquiring empirical data and insights about driverless vehicle interactions. These insights can then be used to design vehicle behaviors well in advance of the broad deployment of autonomous technology.

Ghost driver: A field study investigating the interaction between pedestrians and driverless vehicles

This paper makes the case for designing interactive robots with their expressive movement in mind. As people are highly sensitive to physical movement and spatiotemporal affordances, well-designed robot motion can communicate, engage, and offer dynamic possibilities beyond the machines' surface appearance or pragmatic motion paths. We present techniques for movement centric design, including character animation sketches, video prototyping, interactive movement explorations, Wizard of Oz studies, and skeletal prototypes. To illustrate our design approach, we discuss four case studies: a social head for a robotic musician, a robotic speaker dock listening companion, a desktop telepresence robot, and a service robot performing assistive and communicative tasks. We then relate our approach to the design of non-anthropomorphic robots and robotic objects, a design strategy that could facilitate the feasibility of real-world human-robot interaction.

/pdf/designing-robots-with-movement-in-mind-tyc1mur5aw.pdf

Designing robots with movement in mind

We present a study of people's attitudes toward robot workers, identifying the characteristics of occupations for which people believe robots are qualified and desired. We deployed a web-based public-opinion survey that asked respondents (n=250) about their attitudes regarding robots' suitability for a variety of jobs (n=812) from the U.S. Department of Labor's O*NET occupational information database. We found that public opinion favors robots for jobs that require memorization, keen perceptual abilities, and service-orientation. People are preferred for occupations that require artistry, evaluation, judgment and diplomacy. In addition, we found that people will feel more positively toward robots doing jobs with people rather than in place of people.

/pdf/beyond-dirty-dangerous-and-dull-what-everyday-people-think-3uj40ruuno.pdf

Wendy Ju

Papers

Why did my car just do that? Explaining semi-autonomous driving actions to improve driver understanding, trust, and performance

Expressing thought: improving robot readability with animation principles

Ghost driver: A field study investigating the interaction between pedestrians and driverless vehicles

Designing robots with movement in mind

Beyond dirty, dangerous and dull: what everyday people think robots should do