Practical aspects of implementation of ethical issues in Social Assistive Robotics

1. Practical aspects of implementation of ethical issues in Social Assistive Robotics Robotics Expo, Moscow 2013 Dr. Marina Fridin CTO, LikeMeRo Personal Educational Robot

2. Human Ethics • Ethics, also known as moral philosophy, is a branch of philosophy that involves systematizing, defending and recommending concepts of right and wrong conduct • In philosophy, ethics studies the moral behavior in humans and how one should act. http://en.wikipedia.org/wiki/Ethics

3. Our society in 10 years NTT Technical Review

4. Distribution of robotics areas

5. Personal and Service Robots • Assistive Robotics • Socially Assistive Robotics

6. Therapeutic and Educational Social Assistive Robotics laboratory Normally Developed Cerebral Palsy

8. Behavioral Uncanny Valley Model Behavior Appearance Socially Assistive Robotics Assistive Robotics

9. Why human afraid of robots? • Mate selection • Mortality salience. • Violation of human norms • Conflicting perceptual cues • Religious definition of human identity

10. Lets Face It!!! We are here Behavior Appearance Socially Assistive Robotics Assistive Robotics

11. Roboethics We are here Behavior Appearance Socially Assistive Robotics Assistive Robotics Roboethics Great Technology is not enough!!!

12. Roboethics, history • 3 Laws of robotics, Asimov • A robot may not injure a human being or, through inaction, allow a human being to come to harm. • A robot must obey orders given it by human beings except where such orders would conflict with the First Law. • A robot must protect its own existence as long as such protection does not conflict with the First or Second Law. • Roboethics.org • First International Symposium on Roboethics Sanremo, Italy, 30th - 31rd January 2004 • Simposiume each year in ICRA conference

13. Ethics for EducationalSocial Robotics, WHY? • Practice • It took as YEAR to find kindergarten to perform experiments!!! • It took as 3 YEARS to get permeation from Israeli Ministry of Education to enter kindergarten • Law certificate from European Community was not enough • Finally we got a permeation for set of 4 experiments • We submitted more then 20 documents • Theory • Very low acceptance of robotics shown by different population Great Technology is not enough!!!

14. Ethics for Educational Social Robotics, Approach • Define Customers • Define their concerns • Define ethical principals answering these concerns

15. Define Customers • Educational Staff • Parents Children

16. Educational Staff • Main concern • Mortality salience • Responsibility for ethical principals in kindergarten • Ethical Principals • Teacher is a part of the design process • Training Programs

17. Parents • First Meeting Procedure • Ethical document • Signed permeations

18. Ethical Principles to be followed in Roboethics • Human Dignity and Human Rights • Equality, Justice and Equity • Benefit and Harm • Respect for Cultural Diversity and Pluralism • Non-Discrimination and Non-Stigmatization • Autonomy and Individual Responsibility • Informed Consent • Privacy • Confidentiality • Solidarity and Cooperation • Social Responsibility • Sharing of Benefits • Responsibility towards the Biosphere

19. Children • First Meeting Procedure, few examples: • The staff member introduced the KindSAR to the children and then allowed to robot to initiate the procedure. • The purpose of the First Meeting Procedure was to introduce to children the humanoid robotic tool, a mechanism, which selectively emulates aspects of human-like appearance and behavior (Kemp et.al,2008). • KindSAR expressed feedback in a manner similar to the feedback conventions typically employed by the staff. • “Full disclosure procedure,” the KindSAR explained its mission: It was there to play with children. To demonstrate the kind of games the KindSAR would play with them ( “Simon Says” ) • KindSAR explained its limitations by telling the children that it’s a robot and does not understand everything. • To prevent the children’s emotional attachment to the robot as far as possible, and to dissimilate the robot from a human being, the KindSAR repeatedly stated that it is a robot. • In our previous experiment, we observed that children were very concerned when the robot fell down. To prevent such concerns, the KindSAR told the children that it sometimes falls down (because it is a robot) and demonstrated how it happens. • To explain possible changes in its appearance and behavior, the KindSAR said that it occasionally becomes ill and then must be taken to the “robot doctor.” The KindSAR also explained that it cannot play with children for an extended period of time, because it needs to “eat” often: It eats when the staff connects it to an electric socket. Thus, when the KindSAR separates from the children, it tells them that it must go to eat and sleep.

20. LikeMeRo 2-6 years old https://www.facebook.com/LikeMeRo

21. Educational and Ethical Certificate Why parents do not like mobile phones? • Fridin, M. (2014), Kindergarten Social Assistive Robot: First Meeting and Ethical Issues, Computers in Human Behavior, pp. 53-64

22. Thank are you a lot for your attention!!! The purpose of this lecture is to initiate discussion. We are looking forward to hearing your feedback and opinion. Please Take Responsibly for our future human-robotics community! https://www.facebook.com/LikeMeRo MarinaFridin@gmail.com