Practical aspects of implementation of ethical issues in Social Assistive Robotics Dr. Marina Fridin CTO, LikeMeRo Personal Educational Robot Robotics Expo, Moscow 2013
Dec 16, 2015
Practical aspects of implementation of ethical issues in Social Assistive RoboticsDr. Marina FridinCTO, LikeMeRoPersonal Educational Robot
Robotics Expo, Moscow
2013
Human Ethics
0Ethics, also known as moral philosophy, is a branch of philosophy that involves systematizing, defending and recommending concepts of right and wrong conduct
0 In philosophy, ethics studies the moral behavior in humans and how one should act.
http://en.wikipedia.org/wiki/Ethics
Personal and Service Robots
0Assistive Robotics
0Socially Assistive Robotics
Why human afraid of robots?
0Mate selection0Mortality salience.0Violation of human norms0Conflicting perceptual cues0Religious definition of human identity
Roboethics
Socially Assistive Robotics
Assistive Robotics
Behavior
Appearance
We are here
Roboethics
G r e a t Te c h n o l o g y i s n o t e n o u g h ! ! !
Roboethics, history
03 Laws of robotics, Asimov1. A robot may not injure a human being or, through inaction,
allow a human being to come to harm. 2. A robot must obey orders given it by human beings except
where such orders would conflict with the First Law. 3. A robot must protect its own existence as long as such
protection does not conflict with the First or Second Law.
0Roboethics.org0First International Symposium on Roboethics Sanremo,
Italy, 30th - 31rd January 20040Simposiume each year in ICRA conference
Ethics for Educational Social Robotics, WHY?
0Practice0 It took as YEAR to find kindergarten to perform
experiments!!!0 It took as 3 YEARS to get permeation from Israeli Ministry
of Education to enter kindergarten0Law certificate from European Community was not enough0 Finally we got a permeation for set of 4 experiments0We submitted more then 20 documents
0Theory0 Very low acceptance of robotics shown by different
population
G r e a t T e c h n o l o g y i s n o t e n o u g h ! ! !
Ethics for Educational Social Robotics, Approach
0Define Customers0Define their concerns0Define ethical principals answering these concerns
Educational Staff
0Main concern0 Mortality salience0 Responsibility for ethical principals in kindergarten
0Ethical Principals0 Teacher is a part of the design process 0 Training Programs
Parents
0First Meeting Procedure0Ethical document0Signed permeations
Main Concern Ethical Document
Mate selection Prevention of emotional attachment
Mortality salience The robot is a toy, assistant to teacher/parent
Violation of human norms Classical RoboEthics, e.g. Privacy ,Confidentiality
Conflicting perceptual cues Show whole cycle of robot’s behavior, we put the robot with other toys
Religious definition of human identity Looking forward to deal with it (Help!!!!)
Ethical Principles to be followed in Roboethics
0 Human Dignity and Human Rights 0 Equality, Justice and Equity 0 Benefit and Harm 0 Respect for Cultural Diversity and Pluralism 0 Non-Discrimination and Non-Stigmatization 0 Autonomy and Individual Responsibility 0 Informed Consent 0 Privacy 0 Confidentiality 0 Solidarity and Cooperation 0 Social Responsibility 0 Sharing of Benefits 0 Responsibility towards the Biosphere
Children0 First Meeting Procedure, few examples:
0 The staff member introduced the KindSAR to the children and then allowed to robot to initiate the procedure.
0 The purpose of the First Meeting Procedure was to introduce to children the humanoid robotic tool, a mechanism, which selectively emulates aspects of human-like appearance and behavior (Kemp et.al, 2008).
0 KindSAR expressed feedback in a manner similar to the feedback conventions typically employed by the staff.
0 “Full disclosure procedure,” the KindSAR explained its mission: It was there to play with children. To demonstrate the kind of games the KindSAR would play with them ( “Simon Says” )
0 KindSAR explained its limitations by telling the children that it’s a robot and does not understand everything.
0 To prevent the children’s emotional attachment to the robot as far as possible, and to dissimilate the robot from a human being, the KindSAR repeatedly stated that it is a robot.
0 In our previous experiment, we observed that children were very concerned when the robot fell down. To prevent such concerns, the KindSAR told the children that it sometimes falls down (because it is a robot) and demonstrated how it happens.
0 To explain possible changes in its appearance and behavior, the KindSAR said that it occasionally becomes ill and then must be taken to the “robot doctor.” The KindSAR also explained that it cannot play with children for an extended period of time, because it needs to “eat” often: It eats when the staff connects it to an electric socket. Thus, when the KindSAR separates from the children, it tells them that it must go to eat and sleep.
Development
Education
Entertainment
2-6 years old
LikeMeRo
https://www.facebook.com/LikeMeRo
Why parents do not like mobile phones?
F r i d i n , M . ( 2 0 1 4 ) , K i n d e r g a r t e n S o c i a l A s s i s t i v e R o b o t : F i r s t M e e t i n g a n d E t h i c a l I s s u e s , C o m p u t e r s i n H u m a n B e h a v i o r , p p . 5 3 - 6 4
Educational and Ethical Certificate
Thank are you a lot for your attention!!!
The purpose of this lecture is to initiate discussion.We are looking forward to hearing your feedback and
opinion.
Please Take Responsibly for our future human-robotics community!
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