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PP presentatie Robot Rose en 21st Century Skills

Deze Powerpoint presentatie werd door lector Cock Heemskerk gebruikt voor een lezing over zorgrobots in het Slimste Huis in Alkmaar. Na een korte uitleg over het werkveld van het lectoraat en de wetenschappelijke definitie van een robot wordt nader ingegaan op de inzetbaarheid van zorgrobots anno 2017. De testresultaten van de zorgrobots Alice en ROSE worden duidelijk uiteengezet. Er wordt ingezoomd op de 21ste eeuw vaardigheden van studenten verpleegkunde en die onderzoekers. Tot slot wordt de opbouw en de doelstelling van een klinische les (nagespeelde praktijksituatie) gepresenteerd.

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PP presentatie Robot Rose en 21st Century Skills

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Robot Tutors: Welcome or Ethically Questionable?.

Robot tutors provide new opportunities for education. However, they also introduce moral challenges. This study reports a systematic literature re-view (N = 256) aimed at identifying the moral considerations related to ro-bots in education. While our findings suggest that robot tutors hold great potential for improving education, there are multiple values of both (special needs) children and teachers that are impacted (positively and negatively) by its introduction. Positive values related to robot tutors are: psychological welfare and happiness, efficiency, freedom from bias and usability. However, there are also concerns that robot tutors may negatively impact these same values. Other concerns relate to the values of friendship and attachment, human contact, deception and trust, privacy, security, safety and accountability. All these values relate to children and teachers. The moral values of other stakeholder groups, such as parents, are overlooked in the existing literature. The results suggest that, while there is a potential for ap-plying robot tutors in a morally justified way, there are imported stake-holder groups that need to be consulted to also take their moral values into consideration by implementing tutor robots in an educational setting. (from Narcis.nl)

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Robot Tutors: Welcome or Ethically Questionable?.

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De robots komen?

Dit rapport is een schriftelijke weergave van de uitgesproken lectorale rede van Dr. Ir. C.J.M. Heemskerk bij Hogeschool Inholland. De rede geeft een duidelijk beeld van wat robots zijn, waar wij anno 2016 met de ontwikkelingen van de robot staan en hoe snel deze gaan. Robots worden steeds socialer en slimmer. Vanuit de twee werkvelden van het Lectoraat, zorg en agri-food, wordt nader ingegaan op de vraag of de angst dat robots banen overnemen of de mensen zullen overheersen reëel is.

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How perceived fit affects customers’ satisfaction of in-store social robot advice

In their study "How Perceived Fit Affects Customers’ Satisfaction of In-Store Social Robot Advice", Stephanie van de Sanden, Tibert Verhagen, Ewout Nas, Jacqueline Arnoldy, and Koen Hindriks explore how various dimensions of perceived fit influence customer attitudes and satisfaction toward social robots providing product advice in retail settings. Drawing on theories from marketing and information systems, the authors conceptualize four types of technology fit—task-technology, individual-technology, store-technology, and shopping experience-technology—and propose a model linking these fits to customer attitudes and satisfaction. A field study conducted in a garden center using a robot that advised on potting soil involved 224 participants, whose responses were measured through established Likert and semantic differential scales. The findings aim to inform future design and deployment of social robots in retail by highlighting the importance of contextual and experiential alignment between the robot, task, customer, and environment.

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Robots are Good for Profit

From the pubisher's website: This paper aims to chart the (moral) values from a robotic industry's perspective regarding the introduction of robots in education. To our knowledge, no studies thus far have addressed this perspective in considering the moral values within this robotic domain. However, their values could conflict with the values upheld by other relevant stakeholders, such as the values of teachers, parents or children. Hence, it is crucial to take the various perspectives of relevant stakeholder's moral values into account. For this study, multiple focus group sessions (n=3) were conducted in The Netherlands with representatives (n=13) of robotic companies on their views of robots in primary education. Their perceptions in terms of opportunities and concerns, were then linked to business values reported in the extant literature. Results show that out of 26 business values, mainly six business values appeared relevant for robot tutors: 1) profitability, 2) productivity, 3 & 4) innovation and creativity, 5) competitiveness, and 6) risk orientation organization. https://doi.org/10.1109/DEVLRN.2019.8850726

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Attitudes towards Social Robots in Education

While social robots bring new opportunities for education, they also come with moral challenges. Therefore, there is a need for moral guidelines for the responsible implementation of these robots. When developing such guidelines, it is important to include different stakeholder perspectives. Existing (qualitative) studies regarding these perspectives however mainly focus on single stakeholders. In this exploratory study, we examine and compare the attitudes of multiple stakeholders on the use of social robots in primary education, using a novel questionnaire that covers various aspects of moral issues mentioned in earlier studies. Furthermore, we also group the stakeholders based on similarities in attitudes and examine which socio-demographic characteristics influence these attitude types. Based on the results, we identify five distinct attitude profiles and show that the probability of belonging to a specific profile is affected by such characteristics as stakeholder type, age, education and income. Our results also indicate that social robots have the potential to be implemented in education in a morally responsible way that takes into account the attitudes of various stakeholders, although there are multiple moral issues that need to be addressed first. Finally, we present seven (practical) implications for a responsible application of social robots in education following from our results. These implications provide valuable insights into how social robots should be implemented

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Attitudes towards Social Robots in Education

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Envisioning and Questioning Near Future Urban Robotics

Robotic services, which have started to appear in urbanenvironments, are going to transform our society.Designers of these robots are not only required tomeet technical and legal challenges, but also addressthe potential social, political, and ethical consequencesof their design choices. In this paper, we present aworkshop format with its related tools intendedfor enabling speculation about such possible futuresand fostering reflection on potential socio-ethicalimplications that might support/oppose these futures.We report the results and discussion of one particularworkshop case, in which the implementation of twoparticular robotic services for a city was envisionedand questioned, i.e., surveillance and delivery of goods.By discussing the results, we illustrate how such aworkshop format might be beneficial for setting theagenda for a more conscious design of urban robots andorienting future research towards meaningful themesrelated to the emerging coexistence scenarios betweencitizens and robots.

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What pupils can learn from working with robotic direct manipulation environments

This study investigates what pupils aged 10-12 can learn from working with robots, assuming that understanding robotics is a sign of technological literacy. We conducted cognitive and conceptual analysis to develop a frame of reference for determining pupils' understanding of robotics. Four perspectives were distinguished with increasing sophistication; psychological, technological, function, and controlled system. Using Lego Mindstorms NXT robots, as an example of a Direct Manipulation Environment, we developed and conducted a lesson plan to investigate pupils' reasoning patterns. There is ample evidence that pupils have little difficulty in understanding that robots are man-made technological and functional artifacts. Pupils' understanding of the controlled system concept, more specifically the complex sense-reason-act loop that is characteristic of robotics, can be fostered by means of problem solving tasks. The results are discussed with respect to pupils' developing technological literacy and the possibilities for teaching and learning in primary education.

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Do You Care for Robots That Care?

Abstract: Background: There has been a rapid increase in the population of senior citizens in many countries. The shortage of caregivers is becoming a pressing concern. Robots are being deployed in an attempt to fill this gap and reduce the workload of caregivers. This study explores how healthcare robots are perceived by trainee care professionals. Methods: A total of 2365 students at different vocational levels completed a questionnaire, rating ethical statements regarding beneficence, maleficence, justice, autonomy, utility, and use intentions with regard to three different types of robots (assistive, monitoring, and companion) along with six control variables: gender, age, school year, technical skills, interest in technology, and enjoying working with computers.

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PP presentatie Robot Rose en 21st Century Skills