Emily Collins

Jason R. C. Nurse, Nikki Williams, Emily Collins et al.

COVID-19 has radically changed society as we know it. To reduce the spread of the virus, millions across the globe have been forced to work remotely, often in make-shift home offices, and using a plethora of new, unfamiliar digital technologies. In this article, we critically analyse cyber security and privacy concerns arising due to remote working during the coronavirus pandemic. Through our work, we discover a series of security risks emerging because of the realities of this period. For instance, lack of remote-working security training, heightened stress and anxiety, rushed technology deployment, and the presence of untrusted individuals in a remote-working environment (e.g., in flatshares), can result in new cyber-risk. Simultaneously, we find that as organisations look to manage these and other risks posed by their remote workforces, employee's privacy (including personal information and activities) is often compromised. This is apparent in the significant adoption of remote workplace monitoring, management and surveillance technologies. Such technologies raise several privacy and ethical questions, and further highlight the tension between security and privacy going forward.

David Cameron, Samuel Fernando, Emily Collins et al.

A key challenge in developing engaging social robots is creating convincing, autonomous and responsive agents, which users perceive, and treat, as social beings. As a part of the collaborative project: Expressive Agents for Symbiotic Education and Learning (EASEL), this study examines the impact of autonomous response to children's speech, by the humanoid robot Zeno, on their interactions with it as a social entity. Results indicate that robot autonomy and adult assistance during HRI can substantially influence children's behaviour during interaction and their affect after. Children working with a fully-autonomous, responsive robot demonstrated greater physical activity following robot instruction than those working with a less responsive robot, which required adult assistance to interact with. During dialogue with the robot, children working with the fully-autonomous robot also looked towards the robot in anticipation of its vocalisations on more occasions. In contrast, a less responsive robot, requiring adult assistance to interact with, led to greater self-report positive affect and more occasions of children looking to the robot in response to its vocalisations. We discuss the broader implications of these findings in terms of anthropomorphism of social robots and in relation to the overall project strategy to further the understanding of how interactions with social robots could lead to task-appropriate symbiotic relationships.

David Cameron, Ee Jing Loh, Adriel Chua et al.

Human-Robot-Interaction (HRI) research is typically built around the premise that the robot serves to assist a human in achieving a human-led goal or shared task. However, there are many circumstances during HRI in which a robot may need the assistance of a human in shared tasks or to achieve goals. We use the ROBO-GUIDE model as a case study, and insights from social psychology, to examine how a robot's personality can impact on user cooperation. A study of 364 participants indicates that individuals may prefer to use likable social robots ahead of those designed to appear more capable; this outcome reflects known social decisions in human interpersonal relationships. This work further demonstrates the value of social psychology in developing social robots and exploring HRI.