Zoekresultaten

Introduction to the Special Issue on<i> the Mutual Shaping of Human-Robot Interaction</i>

An "ultimate partnership"

Aim: There is often a gap between the ideal of involving older persons iteratively throughout the design process of digital technology, and actual practice. Until now, the lens of ageism has not been applied to address this gap. The goals of this study were: to voice the perspectives and experiences of older persons who participated in co-designing regarding the design process; their perceived role in co-designing and intergenerational interaction with the designers; and apparent manifestations of ageism that potentially influence the design of digital technology. Methods: Twenty-one older persons participated in three focus groups. Five themes were identified using thematic analysis which combined a critical ageism ‘lens’ deductive approach and an inductive approach. Results: Ageism was experienced by participants in their daily lives and interactions with the designers during the design process. Negative images of ageing were pointed out as a potential influencing factor on design decisions. Nevertheless, positive experiences of inclusive design pointed out the importance of “partnership” in the design process. Participants defined the “ultimate partnership” in co-designing as processes in which they were involved from the beginning, iteratively, in a participatory approach. Such processes were perceived as leading to successful design outcomes, which they would like to use, and reduced intergenerational tension. Conclusions: This study highlights the potential role of ageism as a detrimental factor in how digital technologies are designed. Viewing older persons as partners in co-designing and aspiring to more inclusive design processes may promote designing technologies that are needed, wanted and used.

Social Interaction during Dog and Robot Group Sessions for Nursing Home Residents with Dementia: the Handler Effect

As part of an 8-week intervention study in Dutch nursing homes, we used video-analysis to observe the interaction of psychogeriatric participants with either the handler, the stimulus (dog or robot) or other clients during weekly dog, robot (RAI, robot assisted interventions) and control (human facilitator only) group sessions. Additionally, we measured the initiative of the handler to engage participants. Several baseline characteristics, including dementia severity, neuropsychiatric symptoms and medication usage, were recorded as possible confounders.Participant-handler interaction is increased in all three groups compared to a baseline of no interaction, while inter-client interaction is not. In the dog group participant-handler interaction scores are similar to participant-dog interaction scores, while in the robot group participant-handler interaction scores are significantly lower than participant-robot interaction scores. Handler initiative does not differ between the three groups.Our results suggest that a handler effect of AAI on social interaction in dementia care does exist and we hypothesize this effect is linked to the required fully embodied, mutual attunement between dog and handler and between dog-handler team and participants. This embodied interaction distinguishes AAI from RAI and when the required attunement is met, AAI can significantly increase the social interaction of people with dementia.

De robot-arm als collega

Dutch industrial manufacturers are confronted a new and promising industrial robot: the collaborative robot (cobot). These small robotic arms are revolutionary as they allow direct and safe interaction with production workers for the very first time. The direct interaction between production worker and cobot has the potential to not only increase efficiency, but also enhance flexibility as it can align the strengths of (wo)man and machine more thoroughly. Currently, Dutch manufacturers are experimenting with cobots. To obtain a first understanding about the use of cobots in Dutch industrial practice and what the consequences are for operators and production work, we conducted an exploratory interview study (N=61). We learnt that most cobots under study are used for the production of one or a few large product batches (mass production) and work highly autonomous. The interaction between cobot and production worker is limited and reduced to operators preventing the cobot from falling into a standstill. The results tend to be in line with traditional industrial automation practices: an overemphasis on leveraging the technology’s potential and limited attention for the production workers’ work design and decision latitude. HR professionals were not involved and, therefore, miss out on a crucial opportunity to be of an added value.

Robots in education

The challenges facing primary education are significant: a growing teacher shortage, relatively high administrative burdens that contribute to work-related stress and an increasing diversity of children in the classroom. A promising new technology that can help teachers and children meet these challenges is the social robot. These physical robots often use artificial intelligence and can communicate with children by taking on social roles, such as that of a fellow classmate or teaching assistant. Previous research shows that the use of social robots can lead to better results in several ways than when traditional educational technologies are applied. However, social robots not only bring opportunities but also lead to new ethical questions. In my PhD research, I investigated the moral considerations of different stakeholders, such as parents and teachers, to create the first guideline for the responsible design and use of social robots for primary education. Various research methods were used for this study. First of all, a large, international literature study was carried out on the advantages and disadvantages of social robots, in which 256 studies were ultimately analysed. Focus group sessions were then held with stakeholders: a total of 118 parents of primary school children, representatives of the robotics industry, educational policymakers, government education advisors, teachers and primary school children contributed. Based on the insights from the literature review and the focus group sessions, a questionnaire was drawn up and distributed to all stakeholders. Based on 515 responses, we then classified stakeholder moral considerations. In the last study, based on in-depth interviews with teachers who used robots in their daily teaching and who supervised the child-robot interaction of &gt;2500 unique children, we studied the influence of social robots on children's social-emotional development. Our research shows that social robots can have advantages and disadvantages for primary education. The diversity of disadvantages makes the responsible implementation of robots complex. However, overall, despite their concerns, all stakeholder groups viewed social robots as a potentially valuable tool. Many stakeholders are concerned about the possible negative effect of robots on children's social-emotional development. Our research shows that social robots currently do not seem to harm children's social-emotional development when used responsibly. However, some children seem to be more sensitive to excessive attachment to robots. Our research also shows that how people think about robots is influenced by several factors. For example, low-income stakeholders have a more sceptical attitude towards social robots in education. Other factors, such as age and level of education, were also strong predictors of the moral considerations of stakeholders. This research has resulted in a guideline for the responsible use of social robots as teaching assistants, which can be used by primary schools and robot builders. The guideline provides schools with tools, such as involving parents in advance and using robots to encourage human contact. School administrators are also given insight into possible reactions from parents and other parties involved. The guideline also offers guidelines for safeguarding privacy, such as data minimization and improving the technical infrastructure of schools and robots; which still often leaves much to be desired. In short, the findings from this thesis provide a solid stepping stone for schools, robot designers, programmers and engineers to develop and use social robots in education in a morally responsible manner. This research has thus paved the way for more research into robots as assistive technology in primary education.

Turing for the masses

Somewhere on Twitter there are two automated accounts that I created a few months ago. Their names are SorryBot and PhilosophyBot and one day they’ll become the leading activists in a fully automated social media project called #turingforthemasses. Their interaction will be automatic, without any human intervention; trying to raise awareness for the underlying problems of automated social media by tweeting what’s on their robot minds.