Toward a Framework for Levels of Robot Autonomy in Human-Robot Interaction

Beer, Jenay M.; Fisk, Arthur D.; Rogers, Wendy A.

doi:10.5898/jhri.3.2.beer

Cited by 414 publications

(261 citation statements)

References 47 publications

Supporting

Mentioning

256

Contrasting

Unclassified

Order By: Relevance

“…learning through programming), the focus of the current paper is on humanoid classroom robots aimed at primary education that have computational fidelity functioning autonomously in varying degrees. We use autonomy to refer to "the extent to which a robot can sense its environment, plan based on that environment, and act upon that environment with the intent of reaching some task-specific goal (either given to or created by the robot) without external control" (Beer et al 2014). PorayskaPomsta et al (2013) have argued that this genre of technology must not only recognize what the learner knows but must also have knowledge about the learner's affective characteristics in order to deliver appropriate pedagogical responses.…”

Section: Introductionmentioning

confidence: 99%

The case of classroom robots: teachers’ deliberations on the ethical tensions

Serholt

Barendregt

Vasalou³

et al. 2016

AI & Soc

115

147

View full text Add to dashboard Cite

Robots are increasingly being studied for use in education. It is expected that robots will have the potential to facilitate children's learning and function autonomously within real classrooms in the near future. Previous research has raised the importance of designing acceptable robots for different practices. In parallel, scholars have raised ethical concerns surrounding children interacting with robots. Drawing on a Responsible Research and Innovation perspective, our goal is to move away from research concerned with designing features that will render robots more socially acceptable by end users toward a reflective dialogue whose goal is to consider the key ethical issues and long-term consequences of implementing classroom robots for teachers and children in primary education. This paper presents the results from several focus groups conducted with teachers in three European countries. Through a thematic analysis, we provide a theoretical account of teachers' perspectives on classroom robots pertaining to privacy, robot role, effects on children and responsibility. Implications for the field of educational robotics are discussed. KeywordsEducational robots, Social implications, Ethics, Teachers' perspectives, Thematic analysis, Focus group AcknowledgmentsWe would first of all like to thank all the teachers and students who took part in the studies. We would also like to extend our gratitude to teacher education students Rebecka Olofsson and Trixie Assarsson for their excellent video editing. We thank Tiago Ribeiro, Eugenio Di Tullio, Etienne Roesch and Daniel Gooch for facilitating some of the focus groups. We would also like to thank master student Thomas Rider for his initial transcription services and ideas. We also thank the MUL group at the University of Gothenburg for their valuable feedback on an earlier version of this paper. This work was partially supported by the European Commission (EC) and was funded by the EU FP7 ICT-317923 project EMOTE (www.emote-project.eu). P. Alves-Oliveira acknowledges a FCT grant ref. SFRH/BD/110223/2015. The authors are solely responsible for the content of this publication. It does not represent the opinion of the EC, and the EC is not responsible for any use that might be made of data appearing therein.We recommend you cite the published version. The final publication is available at Springer via http://dx

show abstract

Section: Introductionmentioning

confidence: 99%

The case of classroom robots: teachers’ deliberations on the ethical tensions

Serholt

Barendregt

Vasalou³

et al. 2016

AI & Soc

115

147

View full text Add to dashboard Cite

show abstract

“…As pointed out by [27]: 'The problem of driverless cars has shifted from one of engineering and technology, to one of legislation and insurance'. Outside of the medical field, self-driving cars are one of the most discussed topics with respect to robotics and autonomy [28]. Concerning insurance, according to [29], for the management of risks deriving from autonomous vehicles new business models are needed.…”

Section: Service Robotsmentioning

confidence: 99%

On Robots and Insurance

Bertolini

Salvini

Pagliai³

et al. 2016

Int J of Soc Robotics

View full text Add to dashboard Cite

Does a robot producer, owner or user need insurance policy? What kind of risks derive from the use of robots? Are there any differences between insuring a robot and another product? And finally, who should bear the burden of paying the insurance premium? The objective of this article is to provide the reader with an overview on the issue of risk management of robotic applications through insurance contracts. Indeed, insurance products are essential for an effective technology transfer from research to market. As of today, the production, use and diffusion of robots, determines risks that can hardly be identified and assessed both with respect to the probability of their occurrence and to the consequences they might bring about. Thence, innovation causes existing insurance products to be inadequate, and often times, it leaves insurance companies in the complex position of needing to elaborate new solutions in the absence of complete information. This article discusses the reasons for those hindrances and identifies the essential issues that lawyers, economists and engineers need to address in their future research in order to overcome current limitations and ultimately develop efficient and adequate risk management tools. B Pericle Salvini

show abstract

“…Following the Sense -Think-Act robotics paradigm in [10,11,12] we distinguish ten stages in the decision-making processing of a (ro)botic device and identify four of those stages as critical to performing autonomous ethical decisions.…”

Section: Decision Making Modelmentioning

confidence: 99%

A decision making model for ethical (ro)bots

Alaieri

Vellino

2017

2017 IEEE International Symposium on Robotics and Intelligent Sensors (IRIS)

View full text Add to dashboard Cite

Abstract-Autonomous bots and robots (we label "(ro)bots"), ranging from shopping assistant chatbots to self-driving cars are already able to make decisions that have ethical consequences. As more such machines make increasingly complex and significant decisions, we need to know that their decisions are trustworthy and ethically justified so that users, manufacturers and lawmakers can understand how these decisions are made and which ethical principles were brought to bear in making them. Understanding how such decisions are made is particularly important in the case where a (ro)bot is a self-improving, selflearning type of machine whose choices and decisions are based on past experience, given that they may not be entirely predictable ahead of time or explainable after the fact. This paper presents a model that decomposes the stages of ethical decision making into their elementary components with a view to enabling stakeholders to allocate the responsibility for such choices.

show abstract

Toward a Framework for Levels of Robot Autonomy in Human-Robot Interaction

Cited by 414 publications

References 47 publications

The case of classroom robots: teachers’ deliberations on the ethical tensions

The case of classroom robots: teachers’ deliberations on the ethical tensions

On Robots and Insurance

A decision making model for ethical (ro)bots

Contact Info

Product

Resources

About