Purpose
The purpose of this paper is to propose that in order to tackle the question of bias in algorithms, a systemic, sociotechnical and holistic perspective is needed. With reference to the term “algorithmic culture,” the interconnectedness and mutual shaping of society and technology are postulated. A sociotechnical approach requires translational work between and across disciplines. This conceptual paper undertakes such translational work. It exemplifies how gender and diversity studies, by bringing in expertise on addressing bias and structural inequalities, provide a crucial source for analyzing and mitigating bias in algorithmic systems.
Design/methodology/approach
After introducing the sociotechnical context, an overview is provided regarding the contemporary discourse around bias in algorithms, debates around algorithmic culture, knowledge production and bias identification as well as common solutions. The key concepts of gender studies (situated knowledges and strong objectivity) and concrete examples of gender bias then serve as a backdrop for revisiting contemporary debates.
Findings
The key concepts reframe the discourse on bias and concepts such as algorithmic fairness and transparency by contextualizing and situating them. The paper includes specific suggestions for researchers and practitioners on how to account for social inequalities in the design of algorithmic systems.
Originality/value
A systemic, gender-informed approach for addressing the issue is provided, and a concrete, applicable methodology toward a situated understanding of algorithmic bias is laid out, providing an important contribution for an urgent multidisciplinary dialogue.
Abstract-In this paper, we present an empirical study with children at the age of 4 and 5 years to reveal whether they engage with a robot in an interaction. For our analysis, we developed a score assessing the interaction level. It consists of emotional involvement, engagement and independence of the child in the interaction. For the interaction, an autonomous system was equipped with a designed dialogic structure. It consisted of a repertoire of (pre-recorded) interaction protocols that a robot can apply in an interaction. The results from the evaluation suggest that the implementation was successful as most of the studied children engaged in the interaction with the robot. The results also reveal some gender differences. The long-term aim of the study is to develop an autonomous system that can be applied in an interaction with young children.
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