Alva Markelius

Alva Markelius, Sofia Sjöberg, Zakaria Lemhauori et al.

This paper presents a novel human-robot interaction setup for robot and human learning of symbolic language for identifying robot homeostatic needs. The robot and human learn to use and respond to the same language symbols that convey homeostatic needs and the stimuli that satisfy the homeostatic needs, respectively. We adopted a differential outcomes training (DOT) protocol whereby the robot provides feedback specific (differential) to its internal needs (e.g. `hunger') when satisfied by the correct stimulus (e.g. cookie). We found evidence that DOT can enhance the human's learning efficiency, which in turn enables more efficient robot language acquisition. The robot used in the study has a vocabulary similar to that of a human infant in the linguistic ``babbling'' phase. The robot software architecture is built upon a model for affect-grounded language acquisition where the robot associates vocabulary with internal needs (hunger, thirst, curiosity) through interactions with the human. The paper presents the results of an initial pilot study conducted with the interactive setup, which reveal that the robot's language acquisition achieves higher convergence rate in the DOT condition compared to the non-DOT control condition. Additionally, participants reported positive affective experiences, feeling of being in control, and an empathetic connection with the robot. This mutual learning (teacher-student learning) approach offers a potential contribution of facilitating cognitive interventions with DOT (e.g. for people with dementia) through increased therapy adherence as a result of engaging humans more in training tasks by taking an active teaching-learning role. The homeostatic motivational grounding of the robot's language acquisition has potential to contribute to more ecologically valid and social (collaborative/nurturing) interactions with robots.

Alva Markelius, Julie Bailey, Jenny L. Gibson et al.

This paper presents an iterative, participatory, empirical study that examines the potential of using artificial intelligence, such as social robots and large language models, to support mediation and advocacy for students with disabilities in higher education. Drawing on qualitative data from interviews and focus groups conducted with various stakeholders, including disabled students, disabled student representatives, and disability practitioners at the University of Cambridge, this study reports findings relating to understanding the problem space, ideating robotic support and participatory co-design of advocacy support robots. The findings highlight the potential of these technologies in providing signposting and acting as a sounding board or study companion, while also addressing limitations in empathic understanding, trust, equity, and accessibility. We discuss ethical considerations, including intersectional biases, the double empathy problem, and the implications of deploying social robots in contexts shaped by structural inequalities. Finally, we offer a set of recommendations and suggestions for future research, rethinking the notion of corrective technological interventions to tools that empower and amplify self-advocacy.

Alva Markelius

The integration of Large Language Models (LLMs) in social robotics presents a unique set of ethical challenges and social impacts. This research is set out to identify ethical considerations that arise in the design and development of these two technologies in combination. Using LLMs for social robotics may provide benefits, such as enabling natural language open-domain dialogues. However, the intersection of these two technologies also gives rise to ethical concerns related to misinformation, non-verbal cues, emotional disruption, and biases. The robot's physical social embodiment adds complexity, as ethical hazards associated with LLM-based Social AI, such as hallucinations and misinformation, can be exacerbated due to the effects of physical embodiment on social perception and communication. To address these challenges, this study employs an empirical design justice-based methodology, focusing on identifying socio-technical ethical considerations through a qualitative co-design and interaction study. The purpose of the study is to identify ethical considerations relevant to the process of co-design of, and interaction with a humanoid social robot as the interface of a LLM, and to evaluate how a design justice methodology can be used in the context of designing LLMs-based social robotics. The findings reveal a mapping of ethical considerations arising in four conceptual dimensions: interaction, co-design, terms of service and relationship and evaluates how a design justice approach can be used empirically in the intersection of LLMs and social robotics.