Introduction: 1. I am a computer scientist and educationist who work with robots that looks like human. Collaborating with the South East Asia National Human Rights Institutions including Malaysia. I investigate the educational implications for embedding
humanoid robot activist in educating child rights in ASEAN regions. The robot activist has artificial intelligent (AI) capabilities such as assessment and feedback analytics. 2. As a Welsh Crucible alumni, I extended the humanoid robotics research to healthcare sector with a Welsh hospital and an International Rehabilitation Centre. I am a pastor’s wife who use humanoid robot to engage refugees’ and autistic children in learning and teaching. 3. As a Fellow of the Higher Education Academy, I am a productive author, reviewer and editor for quality research publications; an academic trainer and a leader of advanced technology enhanced assessment and feedback for higher education in international horizon. 4. The following are my personal views grounded on the above experiences and expertise

Chew, Esyin

Cardiff Metropolitan Research Repository (DSpace)

3/8/2018 Written evidence - Dr Esyin Chewhttp://data.parliament.uk/writtenevidence/committeeevidence.svc/evidencedocument/artificial-intelligence-committee/artificial-intelligence/written/6… 1/4  Dr Esyin Chew – Wri en evidence (AIC0166) What are the implica ons of ar ﬁcial intelligence? In Love and War   A. Introduc on1. I am a computer scien st and educa onist who work with robots that looks like human.Collabora ng with the South East Asia Na onal Human Rights Ins tu ons[1] including Malaysia[2], Iinves gate the educa onal implica ons for embedding humanoid robot ac vist in educa ng childrights in ASEAN regions[3]. The robot ac vist has ar ﬁcial intelligent (AI) capabili es such asassessment and feedback analy cs.2. As a Welsh Crucible alumni[4], I extended the humanoid robo cs research to healthcare sector witha Welsh hospital and an Interna onal Rehabilita on Centre. I am a pastor’s wife who use humanoidrobot to engage refugees’ and au s c children in learning and teaching.3. As a Fellow of the Higher Educa on Academy, I am a produc ve author, reviewer and editor forquality research publica ons; an academic trainer and a leader of advanced technology enhancedassessment and feedback for higher educa on in interna onal horizon.4. The following are my personal views grounded on the above experiences and exper se: B. My Deﬁni on of Ar ﬁcial Intelligence (AI)1. Generally speaking, AI is perceived as intelligent technologies, from computers to robots that mimichuman’s intelligence and ﬁve senses for learning, analy cal reasoning, decision making, real-lifeproblem solving and companionship.2. I would assert that the prospects and future of AI lies in the hand of robo cs, naturally, a moving AIagent acts as an extension of mankind (not as a replacement); like a pair of angel’s wings to human,or Doraemon’s pocket a ached to human. C. The Impact of AI on Society Ques on 3. How can the general public best be prepared for more widespread use of ar ﬁcial intelligence?1. There are clear dispari es between those who accept or worship the ‘wonder of AI’ and those whoagainst it, such as “How AI is used to transform Google Translate”[5], “Robo cs Public PrivatePartnership in Horizon 2020”[6], “EU spends millions building robot that makes pizza”[7]; versus “AI:we are like children playing with a bomb”[8] and “AI could lead into third world war”[9]. Both campsa ract general public to perceive AI diﬀerently with a mixed feeling: in love and war. The complexityarises from the complex nature of AI. At instrumental level the idea of AI is intui vely simple, to puthuman’s brains and senses into machines. However, its social-economical and psychologicalimplica ons are far more complex. The AI technological advances are pervasive but the educa onreform are fall behind. In last two centuries, both technology and educa on raced forward in the UKand US, genera ng rising living quality and massive economic expansion, however, ‘technologysprinted ahead of limping educa on in the last 30 years, leading to the recent upsurge ininequality’[10]. There is an urge to raise the stagna on in the level of AI educa on across the UK.The key ques on is that how do we prepare the UK general public for the impact of AI, thedispari es and the future AI leaders from the UK to shape the direc ons not into the devil’s wingsbut the angel’s? 2. Hence, I would recommend to commence the public awareness and readiness through the twostrands of educa on and healthcare. By seeing the living robots and by experiencing the AI in dailylife, these strands are the least threatening and have wider accessibility for general public at all age:3/8/2018 Written evidence - Dr Esyin Chewhttp://data.parliament.uk/writtenevidence/committeeevidence.svc/evidencedocument/artificial-intelligence-committee/artificial-intelligence/written/6… 2/4a. Educa on: The educa onal policy makers need to have a con nued passionate in embeddingrobot tutor in day-to-day classroom for mo va on, personalised assessment and feedback:from pre-school, primary educa on to higher educa on. The personalised assessment andfeedback provided by humanoid robot are featured with the real  me data analy cscapabili es such as individualised academic performance feedback and student sen ment(emo onal / sa sfac on / happiness) analysis supported with educa onal psychologicaltheories. As a professional educa onist, I would argue that, in the next wave of learninginnova on no longer lies at e-learning or mobile learning but, a though ul integra on offace-to-face learning with a walking AI agent, a humanoid robot tutor. However, the publicpreparedness need to be met. My research show that this innova on enable students to gainhigh level of mo va on in learning engagement for futurists’ perspec ves a er theinterven on[11]. This prac cal sugges ons are as follows:i. The UK government to facilitate and support the Universities-Schools collabora ons.Universi es that have exper se in AI can partner with local schools to develop robo ctutor for various subjects and implement it for educa onal interven on.ii. To ini ate na onal pilot interdisciplinary projects supported by industries andcorporates for Corporate Social Responsibili es. These can be carried out withselected or volunteered schools and universi es for the robot tutor interven on.iii. To open industry-university research grant calls to support the AI and educa onalac on research by key research and industrial funders. This is to accelerate thecommercialisa on and crea vity of the robot tutors across educa onal sector.iv. To establish the Na onal Ins tu on for AI and Robo cs in Educa on as a catalyst forexcellence for na onal and interna onal show cases. There are some interna onal examples to be referenced from such as Na onal Human RightsIns tu on Malaysia teach human right to schools using a humanoid robot[12], Robots are helping outin Singapore pre-school[13], Robot tutor in Japan to teach English[14] and a step forward in usingrobo c tutors in primary school classrooms in Spain[15]. b. Healthcare: Telemedicine and AI in healthcare are increasingly pervasive in the interna onalspectrum. Labour is costly and intensive for healthcare in the UK. There are language,communica on and a tude barriers between pa ents and medical teams, and amongmedical teams. A personalised medical companion, a robotic assistant to be installed in keyhospitals are recommended. This can be piloted as follows:i. The UK government to facilitate and support the Universi es-hospital-robo cindustry collabora ons. Universi es and companies that have exper se in AI androbo cs can partner with local hospitals to develop personalised robo c assistants.ii. To ini ate na onal pilot interdisciplinary projects supported by industries andcorporates for Corporate Social Responsibili es. These can be carried out withselected or volunteered hospitals, universi es and companies for the interven on.iii. Project grant calls to be opened to support the AI in healthcare ac on research by keyresearch and industrial funders.iv. The establishment of a na onal Ins tu on for AI and Robo cs in Healthcare as acatalyst for excellence for na onal and interna onal show cases. 3. The issues raised in point 1 above and the measures proposed in point 2 will need broader and inter-disciplinary stakeholder consulta ons and an in-depth results analysis of their educa onal,psychological and economic impact. The ﬁndings are exemplars, good case studies and lessonslearnt for widening par cipa ons. This can get educators, students, parents, pa ents, medicalteams, general publics and industry more ready for the AI interven on and be the ﬁrst country inthe global scene to embed robo c companion in a systema c phases and large scale. Only a erthese empirical evidence are available and facts have been established can we conclude how to3/8/2018 Written evidence - Dr Esyin Chewhttp://data.parliament.uk/writtenevidence/committeeevidence.svc/evidencedocument/artificial-intelligence-committee/artificial-intelligence/written/6… 3/4move forward, especially as regards legisla ve and ethical measures for AI and robo cs used in theUK. 4. In addi on, a holis c framework of providing educa on and healthcare with AI based on the largerscale of experimental research are required. Without analysis on the human-robot interac on frominterdisciplinary aspects, i.e. psychological, socio-economical, educa onal, medical interven on, theeﬀec veness of robots in classrooms and hospital is ques onable. Future research and designshould leverage more reﬁned data analysis techniques such as learning and medical analy cs todirectly focus on interac on and conversa on dynamics[16]. C. The role of the Government 1. As a skilled AI and robo c researcher, I disagree with the specula ve view of AI and robots willsubs tute human as depicted in some Hollywood movies. Instead, it is the installa on of a pair ofangel’s wings (or devil’s) subject to the designer. I am well aware of the ethical and humani esdebates and how far does it make sense to various industries when the AI and robots came tocommercialisa on and mass produc ons. The value of a robot with AI capabili es reﬂects the valuesof those who make it and use it. I would recommend that, therefore, the role of UK Government isthe key inﬂuen al and guardian to set the boundary of the ‘personhood’ of AI and robo cs in real-life implica ons. Following the European Parliament Legal Aﬀairs Commi ee[17], the civil laws onthe ‘personhood’ of robo cs and AI from research and design, program and development tomanufacturing and commercialisa on ought to be deﬁned and debated. 2. It is suggested that an enhanced educa onal programmes or curriculums need to be reﬂected frompre-school way up to higher educa on for developing graduates with the skills that will never bereplaced by AI and robots. Since the industrial revolu on, our students have been educated forbeing be er skilled labours in the educa onal sausage factories. When these jobs are being taken byAI and robots, it is the  me to reﬂect what knowledge and skillsets are belonged to human, trulyhuman educa on. A na onal forum, in-depth study, or oral evidence can be carried for relevantexperts to discuss all possible jobs to be taken by AI and those which aren’t, and why in order tocreate public awareness and to inﬂuence educa onal policymakers’ decision.   3. AI research and design, the robo cs code of conduct and ethical implica ons for industrial,universi es and general public are the founda on of the promising side of AI, the angel’s wings.Thus, the government should call for regular consulta ons with stakeholders in all industries andexpert groups consists of legal experts, robo cs researchers, industrial leaders, economics,humanists, educa onists, psychologists and relevant panels to itera vely establish generalregula ons for the country, and speciﬁc legal aﬀairs to govern various industries and ﬁelds that maybe varying. For instance, (1) whether to give robots ‘personhood’ status as argued by EUcommi ee[18], (2) to penalise unethical conduct in designing AI algorithms and robo c programs; or(3) to introduce robot tax to fund support for or retaining of workers put out of job by robots[19]. 5 September 2017   [1] h p://www.suhakam.org.my/regional-interna onal/seanf/[2] h p://www.rightsgodigital.com/nao-robot-ac vist ;  h p://www.rightsgodigital.com/2016/tes monials[3] Chew, E., Lee, P. H., DharmaratneA., Chen, B. W. & Raju, D. S. (2016) SUHAKAM - Going Digital with Monash, The 3rd AsianSymposium on Human Rights Educa on, 4-6 Aug 2016, Fukuoka, Japan.[4] h p://www.welshcrucible.org.uk/esyin-chew/  ;  h p://www.welshcrucible.org.uk/2017-2/[5] h ps://www.ny mes.com/2016/12/14/magazine/the-great-ai-awakening.html[6] h ps://ec.europa.eu/digital-single-market/en/robo cs-public-private-partnership-horizon-2020[7] h p://www.telegraph.co.uk/news/2017/08/11/waste-dough-eu-spends-millions-robot-makes-pizza/[8] h ps://www.theguardian.com/technology/2016/jun/12/nick-bostrom-ar ﬁcial-intelligence-machine3/8/2018 Written evidence - Dr Esyin Chewhttp://data.parliament.uk/writtenevidence/committeeevidence.svc/evidencedocument/artificial-intelligence-committee/artificial-intelligence/written/6… 4/4[9] h ps://www.theguardian.com/technology/2017/sep/04/elon-musk-ai-third-world-war-vladimir-pu n[10] Goldin, C & Katz, L. (2010) The Race Between Educa on and Technology, Harvard University Press.h p://www.hup.harvard.edu/catalog.php?content=reviews&isbn=9780674035300[11] Chua, X.N. & Chew. E. (2015). The Next Wave of Learning with Humanoid Robot: Learning Innova on Design starts with“Hello NAO”. In T. Reiners, B.R. von Konsky, D. Gibson, V. Chang, L. Irving, & K. Clarke (Eds.), Globally connected, digitally enabled.Proceedings Ascilite 2015 in Perth (pp. CP:52- CP:56).[12] h p://www.rightsgodigital.com/nao-robot-ac vist/[13] h p://www.straits mes.com/singapore/2-humanoid-robots-are-helping-out-in-pre-schools[14] h ps://techcrunch.com/2017/04/14/robot-tutor-musio-makes-its-retail-debut-in-japan/[15] h ps://www.sciencedaily.com/releases/2016/10/161024095238.htm[16] Wong, N. W. H., Chew, E. & Wong, J. S-M. (2016). A review of educa onal robo cs and the need for real-world learninganaly cs. Paper presented at the 14th Interna onal Conference on Control, Automa on, Robo cs and Vision (ICARCV), Phuket,Thailand 13 November 2016. h p://ieeexplore.ieee.org/document/7838707/?reload=true[17] h ps://ec.europa.eu/digital-single-market/en/blog/future-robo cs-and-ar ﬁcial-intelligence-europe[18] h ps://www.theguardian.com/technology/2017/jan/12/give-robots-personhood-status-eu-commi ee-argues[19] h p://www.reuters.com/ar cle/us-europe-robots-lawmaking/european-parliament-calls-for-robot-law-rejects-robot-tax-idUSKBN15V2KM

What are the implications of artificial intelligence? In Love and War

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What are the implications of artificial intelligence? In Love and War

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