When humans and AI-agents collaborate, they need to continuously learn about each other and the task. We propose a Team Design Pattern that utilizes adaptivity in the behavior of human and agent team partners, causing new Collaboration Patterns to emerge. Human-AI Co-Learning takes place when partners can formalize recognized patterns of collaboration in a commonly shared language, and can communicate with each other about these patterns. For this, we developed an ontology of Collaboration Patterns. An accompanying Graphical User Interface (GUI) enables partners to formalize and refine Collaboration Patterns, which can then be communicated to the partner. The ontology was evaluated empirically with human participants who viewed video recordings of joint human-agent activities. Participants were requested to identify Collaboration Patterns in the footage, and to formalize patterns by using the ontology’s GUI. Results show that the ontology supports humans to recognize and define Collaboration Patterns successfully. To improve the ontology, it is suggested to include pre- and post-conditions of tasks, as well as parallel actions of team members.

The rapid advancement of technology empowered by artificial intelligence is believed to intensify the collaboration between humans and AI as team partners. Successful collaboration requires partners to learn about each other and about the task. This human-AI co-learning can be achieved by presenting situations that enable partners to share knowledge and experiences. In this paper we describe the development and implementation of a task context and procedures for studying co-learning. More specifically, we designed specific sequences of interactions that aim to initiate and facilitate the co-learning process. The effects of these interventions on learning were evaluated in an experiment, using a simplified virtual urban-search-and-rescue task for a human-robot team. The human participants performed a victim rescue- and evacuation mission in collaboration with a wizard-of-Oz (i.e., a confederate of the experimenter who executed the robot-behavior consistent with an ontology-based AI-model). The designed interaction sequences, formulated as Learning Design Patterns (LDPs), were intended to bring about co-learning. Results show that LDPs support the humans understanding and awareness of their robot partner and of the teamwork. No effects were found on collaboration fluency, nor on team performance. Results are used to discuss the importance of co-learning, the challenges of designing human-AI team tasks for research into this phenomenon, and the conditions under which co-learning is likely to be successful. The study contributes to our understanding of how humans learn with and from AI-partners, and our propositions for designing intentional learning (LDPs) provide directions for applications in future human-AI teams.

As robots become more ubiquitous, they will increasingly need to behave as our team partners and smoothly adapt to the (adaptive) human team behaviors to establish successful patterns of collaboration over time. A substantial amount of adaptations present themselves through subtle and unconscious interactions, which are difficult to observe. Our research aims to bring about awareness of co-adaptation that enables team learning. This paper presents an experimental paradigm that uses a physical human-robot collaborative task environment to explore emergent human-robot co-adaptions and derive the interaction patterns (i.e., the targeted awareness of co-adaptation). The paradigm provides a tangible human-robot interaction (i.e., a leash) that facilitates the expression of unconscious adaptations, such as “leading” (e.g., pulling the leash) and “following” (e.g., letting go of the leash) in a search-and-navigation task. The task was executed by 18 participants, after which we systematically annotated videos of their behavior. We discovered that their interactions could be described by four types of adaptive interactions: stable situations, sudden adaptations, gradual adaptations and active negotiations. From these types of interactions we have created a language of interaction patterns that can be used to describe tacit co-adaptation in human-robot collaborative contexts. This language can be used to enable communication between collaborating humans and robots in future studies, to let them share what they learned and support them in becoming aware of their implicit adaptations.

Much of the research on eXplainable Artificial Intelligence (XAI) has centered on providing transparency of machine learning models. More recently, the focus on human-centered approaches to XAI has increased. Yet, there is a lack of practical methods and examples on the integration of human factors into the development processes of AI-generated explanations that humans prove to uptake for better performance. This paper presents a case study of an application of a human-centered design approach for AI-generated explanations. The approach consists of three components: Domain analysis to define the concept & context of explanations, Requirements elicitation & assessment to derive the use cases & explanation requirements, and the consequential Multi-modal interaction design & evaluation to create a library of design patterns for explanations. In a case study, we adopt the DoReMi-approach to design explanations for a Clinical Decision Support System (CDSS) for child health. In the requirements elicitation & assessment, a user study with experienced paediatricians uncovered what explanations the CDSS should provide. In the interaction design & evaluation, a second user study tested the consequential interaction design patterns. This case study provided a first set of user requirements and design patterns for an explainable decision support system in medical diagnosis, showing how to involve expert end users in the development process and how to develop, more or less, generic solutions for general design problems in XAI.

A team develops competency by progressive mutual adaptation and learning, a process we call co-learning. In human teams, partners naturally adapt to each other and learn while collaborating. This is not self-evident in human-robot teams. There is a need for methods and models for describing and enabling co-learning in human-robot partnerships. The presented project aims to study human-robot co-learning as a process that stimulates fluent collaborations. First, it is studied how interactions develop in a context where a human and a robot both have to implicitly adapt to each other and have to learn a task to improve the collaboration and performance. The observed interaction patterns and learning outcomes will be used to (1) investigate how to design learning interactions that support human-robot teams to sustain implicitly learned behavior over time and context, and (2) to develop a mental model of the learning human partner, to investigate whether this supports the robot in its own learning as well as in adapting effectively to the human partner.

Becoming a well-functioning team requires continuous collaborative learning by all team members. This is called co-learning, conceptualized in this paper as comprising two alternating iterative stages: partners adapting their behavior to the task and to each other (co-adaptation), and partners sustaining successful behavior through communication. This paper focuses on the first stage in human-robot teams, aiming at a method for the identification of recurring behaviors that indicate co-learning. Studying this requires a task context that allows for behavioral adaptation to emerge from the interactions between human and robot. We address the requirements for conducting research into co-adaptation by a human-robot team, and designed a simplified computer simulation of an urban search and rescue task accordingly. A human participant and a virtual robot were instructed to discover how to collaboratively free victims from the rubbles of an earthquake. The virtual robot was designed to be able to real-time learn which actions best contributed to good team performance. The interactions between human participants and robots were recorded. The observations revealed patterns of interaction used by human and robot in order to adapt their behavior to the task and to one another. Results therefore show that our task environment enables us to study co-learning, and suggest that more participant adaptation improved robot learning and thus team level learning. The identified interaction patterns can emerge in similar task contexts, forming a first description and analysis method for co-learning. Moreover, the identification of interaction patterns support awareness among team members, providing the foundation for human-robot communication about the co-adaptation (i.e., the second stage of co-learning). Future research will focus on these human-robot communication processes for co-learning.

With the progress of Artificial Intelligence, intelligent agents are increasingly being deployed in tasks for which ethical guidelines and moral values apply. As artificial agents do not have a legal position, humans should be held accountable if actions do not comply, implying humans need to exercise control. This is often labeled as Meaningful Human Control (MHC). In this paper, achieving MHC is addressed as a design problem, defining the collaboration between humans and agents. We propose three possible team designs (Team Design Patterns), varying in the level of autonomy on the agent’s part. The team designs include explanations given by the agent to clarify its reasoning and decision-making. The designs were implemented in a simulation of a medical triage task, to be executed by a domain expert and an artificial agent. The triage task simulates making decisions under time pressure, with too few resources available to comply with all medical guidelines all the time, hence involving moral choices. Domain experts (i.e., health care professionals) participated in the present study. One goal was to assess the ecological relevance of the simulation. Secondly, to explore the control that the human has over the agent to warrant moral compliant behavior in each proposed team design. Thirdly, to evaluate the role of agent explanations on the human’s understanding in the agent’s reasoning. Results showed that the experts overall found the task a believable simulation of what might occur in reality. Domain experts experienced control over the team’s moral compliance when consequences were quickly noticeable. When instead the consequences emerged much later, the experts experienced less control and felt less responsible. Possibly due to the experienced time pressure implemented in the task or over trust in the agent, the experts did not use explanations much during the task; when asked afterwards they however considered these to be useful. It is concluded that a team design should emphasize and support the human to develop a sense of responsibility for the agent’s behavior and for the team’s decisions. The design should include explanations that fit with the assigned team roles as well as the human cognitive state.

Within current debates about the future impact of Artificial Intelligence (AI) on human society, roughly three different perspectives can be recognised: (1) the technology-centric perspective, claiming that AI will soon outperform humankind in all areas, and that the primary threat for humankind is superintelligence; (2) the human-centric perspective, claiming that humans will always remain superior to AI when it comes to social and societal aspects, and that the main threat of AI is that humankind’s social nature is overlooked in technological designs; and (3) the collective intelligence-centric perspective, claiming that true intelligence lies in the collective of intelligent agents, both human and artificial, and that the main threat for humankind is that technological designs create problems at the collective, systemic level that are hard to oversee and control. The current paper offers the following contributions: (a) a clear description for each of the three perspectives, along with their history and background; (b) an analysis and interpretation of current applications of AI in human society according to each of the three perspectives, thereby disentangling miscommunication in the debate concerning threats of AI; and (c) a new integrated and comprehensive research design framework that addresses all aspects of the above three perspectives, and includes principles that support developers to reflect and anticipate upon potential effects of AI in society.

The increasing use of ever-smarter AI-technology is changing the way individuals and teams learn and perform their tasks. In hybrid teams, people collaborate with artificially intelligent partners. To utilize the different strengths and weaknesses of human and artificial intelligence, a hybrid team should be designed upon the principles that foster successful human-machine learning and cooperation. The implementation of the identified principles sets a number of challenges. Machine agents should, just like humans, have mental models that contain information about the task context, their own role (self-awareness), and the role of others (theory of mind). Furthermore, agents should be able to express and clarify their mental states to partners. In this paper we identify six challenges for humans and machines to collaborate in an adaptive, dynamic and personalized fashion. Implications for research are discussed.

An intelligent system for automated scenario-based training (SBT) needs knowledge about the training domain, events taking place in the simulated environment, the behaviour of the participating characters, and teaching strategies for effective learning. This knowledge base should be theoretically sound and should represent the information in a generic, consistent, and unambiguous manner. Currently, there is no such knowledge base. This paper investigates the declarative knowledge needed for a system to reason about training and to make intelligent teaching decisions. A frame-based approach was used to model the identified knowledge in an ontology. The ontology specifies the core concepts of SBT and their relationships, and is applicable across training domains and applications. The ontology was used to develop a critical component of SBT: The scenario generator. It was found that the ontology enabled the scenario generator to develop scenarios that fitted the learning needs and skill level of the trainee. The presented work is an important step towards automated scenario-based training systems.