Value Sensitive Design of Complex Product Systems

Ligtvoet, Andreas; Kaa, Geerten van de; Fens, Theo; Beers, Cees van; Herder, Paulien M.; Hoven, Jeroen van den

doi:10.1007/978-3-319-12784-2_8

Cited by 6 publications

(8 citation statements)

References 31 publications

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“…Standards have substantial technical and socio-economic impacts (Cowan, 1992 ) and affect many aspects of life (Timmermans & Epstein, 2010 ). Given this impact and ubiquity, it is important that standards are well-aligned with society’s values (Friedman, 1996 ; Ligtvoet et al, 2015 ; Wickson & Forsberg, 2015 ). This is particularly important in light of the voluntary nature of many standards as their use largely depends on societal support (Brunsson et al, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

Responsible Innovation and De Jure Standardisation: An In-Depth Exploration of Moral Motives, Barriers, and Facilitators

et al. 2022

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Standardisation is increasingly seen as a means to insert ethics in innovation processes. We examine the institutionalisation of responsible innovation in de jure standardisation as this is an important but unexplored research area. In de jure standardisation, stakeholders collaborate in committees to develop standards. We adopt the anticipation, inclusion, reflexivity, and responsiveness responsible innovation framework as our theoretical lens. Our study suggests that responsible standardisation processes should embody forms of these four dimensions. We investigate the institutionalisation of these dimensions and identify 96 factors that can motivate, hinder, or facilitate responsible standardisation. Factors were found through in-depth interviews with managers of a standard developing organisation. These are subsequently validated/rejected using surveys completed by committee representatives. The results suggest that the social desirability of standards is not self-evident. This study could pave the way for future research on responsible standardisation processes, complementing research on legitimacy, responsible innovation, and standardisation.

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Section: Introductionmentioning

confidence: 99%

Responsible Innovation and De Jure Standardisation: An In-Depth Exploration of Moral Motives, Barriers, and Facilitators

et al. 2022

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“…Related to storing sensitive data in central databases are fears that these data could be threatened by cyberattacks and used in a harmful way. Additionally, consumer fears of reduced autonomy are reflected in concerns that smart meters or smart household appliances might give energy companies more control over a household's electricity use [13]. Further concerns that energy suppliers will not be transparent about benefits and pass financial savings on to their customers relate to the values of trust and a fair distribution of costs and benefits [14].…”

Section: Introductionmentioning

confidence: 99%

Moral Values as Factors for Social Acceptance of Smart Grid Technologies

et al. 2018

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Smart grid technologies are considered an important enabler in the transition to more sustainable energy systems because they support the integration of rising shares of volatile renewable energy sources into electricity networks. To implement them in a large scale, broad acceptance in societies is crucial. However, a growing body of research has revealed societal concerns with these technologies. To achieve sustainable energy systems, such concerns should be taken into account in the development of smart grid technologies. In this paper, we show that many concerns are related to moral values such as privacy, justice, or trust. We explore the effect of moral values on the acceptance of smart grid technologies. The results of our systematic literature review indicate that moral values can be both driving forces and barriers for smart grid acceptance. We propose that future research striving to understand the role of moral values as factors for social acceptance can benefit from an interdisciplinary approach bridging literature in ethics of technology with technology acceptance models.

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“…It is not uncommon that the introduction of one specific technology impacts some values positively and others negatively (e.g., Mudliar, 2020;Mueller & Heger, 2018). Especially when introducing technology in a social context, conflicts between values can arise (Ligtvoet et al, 2015). For example, body scanners at airports can contribute to the value of safety, but can also harm the value of privacy of the passengers (Spiekermann, 2015).…”

Section: Morality and Technologymentioning

confidence: 99%

“…A common approach to studying the perceptions of stakeholders is to cluster them into stakeholder groups based on their roles (Friedman & Hendry, 2019), such as being a parent or a teacher. However, similar or conflicting values and norms can exist within stakeholder groups as well as between these groups (Ligtvoet et al, 2015). Therefore, to provide in-depth quantitative insights into the moral considerations of stakeholders, we not only focus on similarities and conflicts between stakeholder groups (RQ2) but also within stakeholder groups.…”

Section: Empirical Values Investigationmentioning

confidence: 99%

“…The parents are not in direct contact with the robots but do potentially experience the effect that robots have on their children. Such a multi-stakeholder perspective is crucial because stakeholders' values and perceptions may differ, which may result in conflicts (Ligtvoet et al, 2015). An approach to identify and analyse moral values from a multi-stakeholder perspective is Value-Sensitive Design (VSD; Friedman, Kahn, & Borning, 2008).…”

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Robots in education

Smakman

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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 >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.

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Value Sensitive Design of Complex Product Systems

Cited by 6 publications

References 31 publications

Responsible Innovation and De Jure Standardisation: An In-Depth Exploration of Moral Motives, Barriers, and Facilitators

Responsible Innovation and De Jure Standardisation: An In-Depth Exploration of Moral Motives, Barriers, and Facilitators

Moral Values as Factors for Social Acceptance of Smart Grid Technologies

Robots in education

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