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RoboCart (left); RoboCart’s handle with the Belkin 9-key numeric keypad (right). 

RoboCart (left); RoboCart’s handle with the Belkin 9-key numeric keypad (right). 

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This paper discussed user intent communication in robot-assisted shopping for the blind. Three intent communication modalities (typing, speech, and browsing) are evaluated in a series of experiments with 5 blind and 5 sighted, blindfolded participants on a public online database of 11,147 household products. The mean selection time differed signifi...

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Context 1
... critical in opportunistic grocery shopping when the shopper does not have a prepared list of products. If the shopper is stranded at a location in the supermarket selecting a product, the shopper may feel uncomfortable or may negatively affect the shopper traffic. The shopper communicates with RoboCart using the Belkin 9-key numeric keypad (See Fig. 1 right). The robot gives two types of messages to the user: synthesized speech or audio icons. Both types are relayed through a bluetooth headphone. A small bump on the keypad's middle key (key 5) allows the blind user to locate it. The other keys are located with respect to the middle key. In principle, it would be possible to mount a full ...
Context 2
... have a metric for the task complexity, we were unable to infer if this result reflected the learning effect of the participants from Session 1 to Session 2. However, a significant interaction of modality x set, F(1, 382)=13.8, P=0.0002 was observed. The graph of the selection times during Sessions 1 and 2, against the modality type is shown in Fig. 10. It appears from the graph that the improvement with typing was much larger than that with speech. The reduction in selection times from Session 1 to Session 2 varied significantly for typing and speech (P < 0.0001). This was probably because the participants were already much faster with speech than typing during Session 1 and had ...
Context 3
... with typing was much larger than that with speech. The reduction in selection times from Session 1 to Session 2 varied significantly for typing and speech (P < 0.0001). This was probably because the participants were already much faster with speech than typing during Session 1 and had much less room to improve with speech during Session 2. Fig. 10. Change in mean selection times for typing and speech interfaces from Session 1 and Session ...

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