Teachers' perspectives on social robots in education:An exploratory case study

Research has shown that social robots carry potential to be used in an educational setting. The possibility to have multiple roles carried out by one tool does not only instigate curiosity but also raises concerns. Whereas practical challenges get tackled by rapid technological advances, the moral challenges often get overlooked. In this study, we examined the moral values related to educational robots from a teachers’ perspective, by first identifying concerns and opportunities, and subsequently linking them to (moral) values. We conducted focus group sessions with teachers to explore their perceptions regarding concerns and opportunities related to educational robots. Teachers voiced several considerations ranging from having concerns towards privacy to seeing opportunities in adding friendship and attachment a robot could emanate

Perceptions of healthcare robots as a function of emotion-based coping:The importance of coping appraisals and coping strategies

The urgent pressure on healthcare increases the need for understanding how new technology such as social robots may offer solutions. Many healthcare situations are emotionally charged, which likely affects people's perceptions of such robots in healthcare contexts. Thus far however, little attention has been paid to how people's prior emotions may influence their perceptions of the robot. Based on emotional appraisal theories and prior research, we assume that particularly emotional coping appraisals would influence healthcare-robot perceptions. Additionally, we tested effects of actual coping through the use of emotion-focused and problem-focused coping strategies. Hypotheses were tested in a 2 (sad vs. angry) x 2 (hard-to-cope-with vs. easy-to-cope-with) between-subjects experiment, also including a control group. Results (N = 132; age range 18–36) showed that manipulated coping potential indirectly affected perceptions of a healthcare robot via the appraisal of coping potential. Furthermore, positive emotion-focused coping affected perceptions of a healthcare robot positively. Thus, people's healthcare-robot perceptions were affected by how they cope or how they think they can cope with their emotions, rather than by the emotions as such

Show your best self(ie):An exploratory study on selfie-related motivations and behavior in emerging adulthood

Although self-presentation has been studied for decades, social networking sites (SNS) such as Facebook have produced novel opportunities for visual online self-presentation. Posting selfies is currently a popular mode of consciously constructing visual online self-presentations, yet most prior research is limited to selfie-posting alone. This study aimed to profile selfie-makers’ motivations and behavior, and examine the extent to which underlying mechanisms preceding selfie-posting are interconnected. Results of a survey (N = 224; 79.9% females; Mage = 21.66, SDage = 2.08) regarding selfie-behavior on SNS (e.g., Facebook and Instagram) characterized selfie-makers in emerging adulthood as mainly concerned with the social aspects of selfies. Entertainment and moment-retention were identified as main motivations for selfie-making. Findings supported the proposed Selfie-Stadium Model, representing various steps of selfie-taking and underlying motives as well as selection and editing before actual posting. This study on profiling selfie-makers and their self-presentation taps into a fairly new media use research domain

Me, My Selfie, and I:The Relations Between Selfie Behaviors, Body Image, Self-Objectification, and Self-Esteem in Young Women

Due to the enormous popularity of social networking sites (SNSs), online and offline social lives seem inextricably linked, which raises concerns for how SNS use relates to psychological health. Similarly, the omnipresence of selfies on SNSs-a form of appearance-related exposure-raises concerns regarding psychological health. This study aimed to investigate the relationships between body image, self-objectification, self-esteem, and various selfie behaviors among young women (N = 179). We hypothesized that a worsened body image (i.e., higher body dissatisfaction or lower body appreciation), higher levels of self-objectification, and lower self-esteem would precede greater engagement in selfie behaviors. Structural equation modeling showed that body appreciation is associated with greater engagement in selfie selection and deliberate posting, and that self-objectification is related to greater engagement in all selfie behaviors assessed. In support of our proposed model, a reversed model was also tested that showed poorer results. These findings suggest that body image may serve not only as an outcome of SNS use but also as a motive preceding selfie behaviors

Plurality in the Measurement of Social Media Use and Mental Health: An Exploratory Study Among Adolescents and Young Adults

On a daily basis, individuals between 12 and 25 years of age engage with their mobile devices for many hours. Social Media Use (SMU) has important implications for the social life of younger individuals in particular. However, measuring SMU and its effects often poses challenges to researchers. In this exploratory study, we focus on some of these challenges, by addressing how plurality in the measurement and age-specific characteristics of SMU can influence its relationship with measures of subjective mental health (MH). We conducted a survey among a nationally representative sample of Dutch adolescents and young adults (N=3,669). Using these data, we show that measures of SMU show little similarity with each other, and that age-group differences underlie SMU. Similar to the small associations previously shown in social media-effects research, we also find some evidence that greater SMU associates to drops and to increases in MH. Albeit nuanced, associations between SMU and MH were found to be characterized by both linear and quadratic functions. These findings bear implications for the level of association between different measures of SMU and its theorized relationship with other dependent variables of interest in media-effects research

Some like it bad: testing a model on perceiving and experiencing fictional characters

We developed an encompassing theory that explains how readers of fiction and spectators of motion pictures establish affective relationships with fictional characters (FCs). The perceiving and experiencing fictional characters (PEFiC) theory is anchored in art perception, psychological aesthetics, and social and emotion psychology and addresses both the complexity and intrinsic affectivity involved in media exposure. In a between-subject design (N = 312), engagement and appreciation were measured as a function of the ethics (good vs. bad), aesthetics (beautiful vs. ugly), and epistemics (realistic vs. unrealistic) of eight protagonists in feature movies. The PEFiC model best fit the data with a unipolarity of factors and outperformed traditional theories (identification, empathy): The trade-off between involvement and distance explained the appreciation of FCs better than either distance or involvement alone. The mediators similarity, relevance, and valence exerted significant (interaction) effects, thus complicating the results. Furthermore, the effects of mediated bad persons differed strongly from ethically good ones. Copyright © 2005, Lawrence Erlbaum Associates, Inc

Media use and brain development during adolescence

The current generation of adolescents grows up in a media-saturated world. However, it is unclear how media influences the maturational trajectories of brain regions involved in social interactions. Here we review the neural development in adolescence and show how neuroscience can provide a deeper understanding of developmental sensitivities related to adolescents' media use. We argue that adolescents are highly sensitive to acceptance and rejection through social media, and that their heightened emotional sensitivity and protracted development of reflective processing and cognitive control may make them specifically reactive to emotion-arousing media. This review illustrates how neuroscience may help understand the mutual influence of media and peers on adolescents' well-being and opinion formation

Robot Tutors: Welcome or Ethically Questionable?.

Robot tutors provide new opportunities for education. However, they also introduce moral challenges. This study reports a systematic literature re-view (N = 256) aimed at identifying the moral considerations related to ro-bots in education. While our findings suggest that robot tutors hold great potential for improving education, there are multiple values of both (special needs) children and teachers that are impacted (positively and negatively) by its introduction. Positive values related to robot tutors are: psychological welfare and happiness, efficiency, freedom from bias and usability. However, there are also concerns that robot tutors may negatively impact these same values. Other concerns relate to the values of friendship and attachment, human contact, deception and trust, privacy, security, safety and accountability. All these values relate to children and teachers. The moral values of other stakeholder groups, such as parents, are overlooked in the existing literature. The results suggest that, while there is a potential for ap-plying robot tutors in a morally justified way, there are imported stake-holder groups that need to be consulted to also take their moral values into consideration by implementing tutor robots in an educational setting. (from Narcis.nl

Differential facial articulacy in robots and humans elicit different levels of responsiveness, empathy, and projected feelings

Life-like humanoid robots are on the rise, aiming at communicative purposes that resemble humanlike conversation. In human social interaction, the facial expression serves important communicative functions. We examined whether a robot’s face is similarly important in human-robot communication. Based on emotion research and neuropsychological insights on the parallel processing of emotions, we argue that greater plasticity in the robot’s face elicits higher affective responsivity, more closely resembling human-to-human responsiveness than a more static face. We conducted a between-subjects experiment of 3 (facial plasticity: human vs. facially flexible robot vs. facially static robot) × 2 (treatment: affectionate vs. maltreated). Participants (N = 265; Mage = 31.5) were measured for their emotional responsiveness, empathy, and attribution of feelings to the robot. Results showed empathically and emotionally less intensive responsivity toward the robots than toward the human but followed similar patterns. Significantly different intensities of feelings and attributions (e.g., pain upon maltreatment) followed facial articulacy. Theoretical implications for underlying processes in human-robot communication are discussed. We theorize that precedence of emotion and affect over cognitive reflection, which are processed in parallel, triggers the experience of ‘because I feel, I believe it’s real,’ despite being aware of communicating with a robot. By evoking emotional responsiveness, the cognitive awareness of ‘it is just a robot’ fades into the background and appears not relevant anymore