发表机构
IE University（IE大学）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
本研究提出AIfred，一种桌面机器人臂，通过投影将AI指导置于手写作品旁，结合感知与内容生成，在用户研究中相比ChatGPT显著提升学习迁移（60%），并获艺术教授更高评价。
AI 中文摘要
基于桌面的学习和创意活动受益于手写参与。然而，当前的生成式AI工具通过独立屏幕提供指导，在用户思考的位置与辅助出现的位置之间造成了鸿沟。为解决这一问题，在本工作中我们设计了AIfred，一种桌面机器人手臂，其末端执行器上安装有投影仪，将AI生成的指导放置在手写作品旁边。AIfred结合了工作区感知、上下文感知的内容生成和机器人介导的投影，以支持数学作业、图像生成和绘画任务。在一项用户研究（n=36）中，我们将AIfred与在笔记本电脑上运行的ChatGPT（GPT-5.6 Luna）进行了比较。在数学作业期间辅助可用时，两种工具表现相当（6.7对7.3/10，p=.41），但一旦撤销辅助，AIfred将短期学习迁移提高了60%（7.0对4.4/10，p=.003）。此外，独立的艺术与设计教授在36个案例中的33个中评定使用AIfred产生的绘画更优。我们的研究结果表明，空间共置的AI辅助有利于那些指导与工作共享空间框架的任务。
英文摘要
Desk-based learning and creative activities benefit from handwritten engagement. However, current generative AI tools deliver guidance through a separate screen, creating a gap between where users think and where assistance appears. To address this, in this work we design AIfred, a desk-based robotic arm with a projector mounted at the end-effector that places AI-generated guidance alongside handwritten work. AIfred combines workspace perception, context-aware content generation, and robot-mediated projection to support math assignments, image generation, and drawing tasks. In a user study (n = 36), we compared AIfred against ChatGPT (GPT-5.6 Luna) running on a laptop. Both tools performed comparably while assistance was available during the math assignment (6.7 vs. 7.3/10, p = .41), but AIfred improved short-term learning transfer by 60% once assistance was withdrawn (7.0 vs. 4.4/10, p = .003). In addition, independent art and design professors ranked drawings produced with AIfred better in 33 of 36 cases. Our findings indicate that spatially co-located AI assistance benefits tasks whose guidance shares a spatial frame with the work.
Comments7 pages, 9 figures. Submitted to ICRA 2027. This work has been submitted to the IEEE for possible publication. Copyright may be transferred without notice, after which this version may no longer be accessible
