Researcher:
Mamuş, Ayşe Ezgi

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Ayşe Ezgi

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Mamuş

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Mamuş, Ayşe Ezgi
Mamuş, Ezgi

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2018 - 201952020 - 20221

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    Second language tutoring using social robots: a large-scale study
    (Institute of Electrical and Electronics Engineers (IEEE), 2019) Vogt, Paul; van den Berghe, Rianne; de Haas, Mirjam; Hoffman, Laura; Montanier, Jean-Marc; Oudgenoeg-Paz, Ora; Garcia, Daniel Hernandez; Papadopoulos, Fotios; Schodde, Thorsten; Verhagen, Josje; Wallbridge, Christopher D.; Willemsen, Bram; de Wit, Jan; Belpaeme, Tony; Kopp, Stefan; Krahmer, Emiel; Leseman, Paul; Pandey, Amit Kumar; Department of Psychology; Department of Psychology; Department of Psychology; Department of Psychology; Department of Psychology; Göksun, Tilbe; Kanero, Junko; Küntay, Aylin C.; Mamuş, Ayşe Ezgi; Oranç, Cansu; Faculty Member; Researcher; Faculty Member; Researcher; Researcher; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 47278; N/A; 178879; N/A; N/A
    We present a large-scale study of a series of seven lessons designed to help young children learn English vocabulary as a foreign language using a social robot. The experiment was designed to investigate 1) the effectiveness of a social robot teaching children new words over the course of multiple interactions (supported by a tablet), 2) the added benefit of a robot's iconic gestures on word learning and retention, and 3) the effect of learning from a robot tutor accompanied by a tablet versus learning from a tablet application alone. For reasons of transparency, the research questions, hypotheses and methods were preregistered. With a sample size of 194 children, our study was statistically well-powered. Our findings demonstrate that children are able to acquire and retain English vocabulary words taught by a robot tutor to a similar extent as when they are taught by a tablet application. In addition, we found no beneficial effect of a robot's iconic gestures on learning gains.
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    Second language tutoring using social robots: L2TOR-the movie
    (IEEE Computer Society, 2019) Vogt, Paul; van den Berghe, Rianne; de Haas, Mirjam; Hoffman, Laura; Montanier, Jean-Marc; Oudgenoeg-Paz, Ora; García, Daniel Hernández; Papadopoulos, Fotios; Schodde, Thorsten; Verhagen, Josje; Wallbridge, Christopher D.; Willemsen, Bram; de Wit, Jan; Belpaeme, Tony; Kopp, Stefan; Krahmer, Emiel; Leseman, Paul; Pandey, Amit Kumar; Department of Psychology; Department of Psychology; Department of Psychology; Department of Psychology; Department of Psychology; Kanero, Junko; Mamuş, Ayşe Ezgi; Oranç, Cansu; Göksun, Tilbe; Küntay, Aylin C.; Researcher; Researcher; Researcher; Faculty Member; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; N/A; 47278; 178879
    This video illustrates the large-scale experiment of the L2TOR project that will be presented at the HRI 2019 conference. The experiment aimed to investigate how 192 Dutch 5-year-old children could learn 34 English words from a NAO robot in 7 lessons. The experiment compared 4 conditions: 1) robot using iconic gestures, 2) robot without iconic gestures, 3) tablet only, and 4) a control group. The results revealed that children could learn more English words in all experimental conditions compared to the control group. The three experimental conditions did not show any significant differences regarding the learning outcomes.
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    Adaptive path-following control for autonomous semi-trailer docking
    (Institute of Electrical and Electronics Engineers (IEEE), 2022) Aydemir, Eren; N/A; Department of Mechanical Engineering; Mamuş, Ayşe Ezgi; Lazoğlu, İsmail; PhD Student; Faculty Member; Department of Mechanical Engineering; Graduate School of Sciences and Engineering; College of Engineering; N/A; 179391
    Maneuvering a truck-trailer system while docking is extremely challenging. This article aims to alleviate this problem by presenting an enhanced path-following control framework for autonomous semi-trailer docking. In the proposed system, adaptive controllers that utilize gain scheduling are introduced for forward and reverse path-following tasks in docking maneuvers to increase the robustness and path-following performance. The system includes an improved pure pursuit controller with adaptive look-ahead distance for forward path following; a cascade controller of reverse pure pursuit and a gain-scheduled LQ control for reverse path-following. In the evaluation of the path-following performance of forward and reverse controllers, the closed-loop system of path-following controllers with the truck-trailer kinematic model is simulated in MATLAB/Simulink for various test cases, and the results are compared with those of other studies. Furthermore, different docking scenarios are generated via the cascade path planning algorithm for autonomous semitrailer docking. These are tested with a high degree semi-trailer model within the IPG TruckMaker simulation environment, and with a full truck-trailer vehicle in the test field. The results of both simulations and physical testing clearly demonstrate improvements in terms of the control problem formulation, i.e., the stabilized path-following is obtained with acceptable path-following errors.
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    Guidelines for designing social robots as second language tutors
    (Springer, 2018) Belpaeme, Tony; Vogt, Paul; van den Berghe, Rianne; Bergmann, Kirsten; de Haas, Mirjam; Kennedy, James; Oudgenoeg-Paz, Ora; Papadopoulos, Fotios; Schodde, Thorsten; Verhagen, Josje; Wallbridge, Christopher D.; Willemsen, Bram; de Wit, Jan; Hoffmann, Laura; Kopp, Stefan; Krahmer, Emiel; Montanier, Jean-Marc; Pandey, Amit Kumar; Department of Psychology; Department of Psychology; Department of Psychology; Department of Psychology; Department of Psychology; Department of Psychology; Göksun, Tilbe; Kanero, Junko; Küntay, Aylin C.; Geçkin, Vasfiye; Mamuş, Ayşe Ezgi; Oranç, Cansu; Faculty Member; Researcher; Faculty Member; Researcher; Researcher; Researcher; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 47278; N/A; 178879; N/A; N/A; N/A
    In recent years, it has been suggested that social robots have potential as tutors and educators for both children and adults. While robots have been shown to be effective in teaching knowledge and skill-based topics, we wish to explore how social robots can be used to tutor a second language to young children. As language learning relies on situated, grounded and social learning, in which interaction and repeated practice are central, social robots hold promise as educational tools for supporting second language learning. This paper surveys the developmental psychology of second language learning and suggests an agenda to study how core concepts of second language learning can be taught by a social robot. It suggests guidelines for designing robot tutors based on observations of second language learning in human-human scenarios, various technical aspects and early studies regarding the effectiveness of social robots as second language tutors.
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    Social robots for early language learning: current evidence and future directions
    (Wiley, 2018) Geckin, Vasfiye; Department of Psychology; Department of Psychology; Department of Psychology; Department of Psychology; Department of Psychology; Kanero, Junko; Mamuş, Ayşe Ezgi; Oranç, Cansu; Göksun, Tilbe; Küntay, Aylin C.; Researcher; Researcher; Researcher; Faculty Member; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; N/A; 47278; 178879
    In this article, we review research on child-robot interaction (CRI) to discuss how social robots can be used to scaffold language learning in young children. First we provide reasons why robots can be useful for teaching first and second languages to children. Then we review studies on CRI that used robots to help children learn vocabulary and produce language. The studies vary in first and second languages and demographics of the learners (typically developing children and children with hearing and communication impairments). We conclude that, although social robots are useful for teaching language to children, evidence suggests that robots are not as effective as human teachers. However, this conclusion is not definitive because robots that tutor students in language have not been evaluated rigorously and technology is advancing rapidly. We suggest that CRI offers an opportunity for research and list possible directions for that work.
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    PublicationOpen Access
    Dealing with the gray zones in the management of gastric cancer: the consensus statement of the İstanbul Group
    (Aves, 2019) Aytaç, Erman; Çiçek, Bahattin; Erdamar, Sibel; Güven, Koray; Karahasanoğlu, Tayfun; Atalar, Banu; Tozun, Nurdan; Arıcan, Ali; Hamzaoğlu, İsmail; Baca, Bilgi; Saruç, Murat; Göksel, Süha; Demir, Gökhan; Ağaoğlu, Fulya; Yakıcıer, Cengiz; Özbek, Uğur; Özben, Volkan; Özyar, Enis; Güner, Ahmet Levent; Er, Özlem; Bölükbaşı, Yasemin; The İstanbul Group; N/A; N/A; N/A; N/A; N/A; Gürses, Bengi; Falay, Fikri Okan; Selçukbiricik, Fatih; Rozanes, İzzet; Mamuş, Ayşe Ezgi; Buğra, Dursun; Aslan, Fatih; Kaban, Kerim; Faculty Member; Teaching Faculty; Faculty Member; Faculty Member; Faculty Member; Faculty Member; School of Medicine; N/A; N/A; N/A; N/A; 27211; N/A; N/A; N/A; N/A
    The geographical location and differences in tumor biology significantly change the management of gastric cancer. The prevalence of gastric cancer ranks fifth and sixth among men and women, respectively, in Turkey. The international guidelines from the Eastern and Western countries fail to manage a considerable amount of inconclusive issues in the management of gastric cancer. The uncertainties lead to significant heterogeneities in clinical practice, lack of homogeneous data collection, and subsequently, diverse outcomes. The physicians who are professionally involved in the management of gastric cancer at two institutions in Istanbul, Turkey, organized a consensus meeting to address current problems and plan feasible, logical, measurable, and collective solutions in their clinical practice for this challenging disease. The evidence-based data and current guidelines were reviewed. The gray zones in the management of gastric cancer were determined in the first session of this consensus meeting. The second session was constructed to discuss, vote, and ratify the ultimate decisions. The identification of the T stage, the esophagogastric area, imaging algorithm for proper staging and follow-up, timing and patient selection for neoadjuvant treatment, and management of advanced and metastatic disease have been accepted as the major issues in the management of gastric cancer. The recommendations are presented with the percentage of supporting votes in the results section with related data.