Designing People to Serve

I argue that, contrary to intuition, it would be both possible and permissible to design people - whether artificial or organic - who by their nature desire to do tasks we find unpleasant

Robot Mindreading and the Problem of Trust

This paper raises three questions regarding the attribution of beliefs, desires, and intentions to robots. The first one is whether humans in fact engage in robot mindreading. If they do, this raises a second question: does robot mindreading foster trust towards robots? Both of these questions are empirical, and I show that the available evidence is insufficient to answer them. Now, if we assume that the answer to both questions is affirmative, a third and more important question arises: should developers and engineers promote robot mindreading in view of their stated goal of enhancing transparency? My worry here is that by attempting to make robots more mind-readable, they are abandoning the project of understanding automatic decision processes. Features that enhance mind-readability are prone to make the factors that determine automatic decisions even more opaque than they already are. And current strategies to eliminate opacity do not enhance mind-readability. The last part of the paper discusses different ways to analyze this apparent trade-off and suggests that a possible solution must adopt tolerable degrees of opacity that depend on pragmatic factors connected to the level of trust required for the intended uses of the robot

Building better Sex Robots: Lessons from Feminist Pornography

How should we react to the development of sexbot technology? Taking their cue from anti-porn feminism, several academic critics lament the development of sexbot technology, arguing that it objectifies and subordinates women, is likely to promote misogynistic attitudes toward sex, and may need to be banned or restricted. In this chapter I argue for an alternative response. Taking my cue from the sex positive ‘feminist porn’ movement, I argue that the best response to the development of ‘bad’ sexbots is to make better ones. This will require changes to the content, process and context of sexbot development. Doing so will acknowledge the valuable role that technology can play in human sexuality, and allow us to challenge gendered norms and assumptions about male and female sexual desire. This will not be a panacea to the social problems that could arise from sexbot development, but it offers a more realistic and hopeful vision for the future of this technology in a pluralistic and progressive society

Overcoming barriers and increasing independence: service robots for elderly and disabled people

This paper discusses the potential for service robots to overcome barriers and increase independence of elderly and disabled people. It includes a brief overview of the existing uses of service robots by disabled and elderly people and advances in technology which will make new uses possible and provides suggestions for some of these new applications. The paper also considers the design and other conditions to be met for user acceptance. It also discusses the complementarity of assistive service robots and personal assistance and considers the types of applications and users for which service robots are and are not suitable

Makers at School, Educational Robotics and Innovative Learning Environments

This open access book contains observations, outlines, and analyses of educational robotics methodologies and activities, and developments in the field of educational robotics emerging from the findings presented at FabLearn Italy 2019, the international conference that brought together researchers, teachers, educators and practitioners to discuss the principles of Making and educational robotics in formal, non-formal and informal education. The editors’ analysis of these extended versions of papers presented at FabLearn Italy 2019 highlight the latest findings on learning models based on Making and educational robotics. The authors investigate how innovative educational tools and methodologies can support a novel, more effective and more inclusive learner-centered approach to education. The following key topics are the focus of discussion: Makerspaces and Fab Labs in schools, a maker approach to teaching and learning; laboratory teaching and the maker approach, models, methods and instruments; curricular and non-curricular robotics in formal, non-formal and informal education; social and assistive robotics in education; the effect of innovative spaces and learning environments on the innovation of teaching, good practices and pilot projects