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Research with youth is a foundational part of what I do. Below, I highlight some of the biggest initiatives with which I have been involved. I organize them primarily by topic and highlighy key publications. For a complete list of my publications, please visit my Google Scholar.
Research with youth is a foundational part of what I do. Below, I highlight some of the biggest initiatives with which I have been involved. I organize them primarily by topic and highlighy key publications. For a complete list of my publications, please visit my Google Scholar.
For more work on the research my collaborators and I do at R-House Human Robot Interaction Lab at Indiana University, led by Dr. Selma Šabanović, feel free to check out our website.
For more work on the research my collaborators and I do at R-House Human Robot Interaction Lab at Indiana University, led by Dr. Selma Šabanović, feel free to check out our website.
Safeguarding Children and Robots
Safeguarding Children and Robots
If a child discloses information to a robot that indicates the child's welfare may be at risk, what should the robot do? Does it keep the child's information confidential as a confidant? Does it tell a trusted adult - and who is that trusted adult? We explore this and more throughout our work, looking at the intersections of ethics, moral psychology, robotics development, and children's well-being in our work on safeguarding, or mandated reporting, with children.
Privacy Concerns about Social Robots in the Home and Hospital
Privacy Concerns about Social Robots in the Home and Hospital
I have led focus groups and family workshops which first introduce children and/or their families to the idea of robots in the home, then present different hypothetical contexts with robots in the home. After reading through and stamping workbooklets with these contexts, children and family members discussed why they made their choices. This research reveals that children and their family do have privacy concerns with robots which largely revolve around the appropriate social role of the robot in the home and the access to information that the robot has. This work was done in collaboration with the local science museum and the Luddy Precollege summer camp. At this time, two studies have been published from this work, one at HRI on teen's privacy called "Snitches get Unplugged" and another on family conversations around privacy called "Our Business, Not the Robot's". In October, I will be presenting outcomes from conversations surrounding privacy in a pediatric oncology context. In that work, called Haru in the Care Network, we interviewed parents, doctors, and youth who were or are patients in a pediatric oncology ward to understand how they imagine the role of a social robot in their care context.
In collaboration with Honda Research Institute and UNICEF, I led workshops for middle schoolers on children's rights with AI and robots, specifically children's rights to fairness, inclusion, and privacy. Pictured are some of the designs children presented compared to the Haru Robot. In their featured designs, students wanted “less professional” robots by making Haru colorful, adding accessories, and participating in activities like playing music and video games. They identified that a more inclusive haru would be able to speak many languages, have a cute or softer tone, and smile. Their answers also linked inclusion to accessibility. This research is now published in the International Journal of Child-Computer Interaction.
Learning in Summer Camp with Social Robots: A Morphological Study
Learning in Summer Camp with Social Robots: A Morphological Study
In collaboration with Dr. Goren Gordon's Curiosity Lab at Tel Aviv University, I ran an experiment, utilizing different social robotic platforms as teachers for Hebrew "shorashim" and morphology. We found that, regardless of the learning platform, children were able to make progress in their understanding of Hebrew grammar, suggesting that educational summer-camp activities that incorporate social robotics can be an effective learning tool. We hope this study will lead to the more research on the integration of social robotics in education, in Hebrew morphology and in the classroom in general.
Access my publication in the International Journal of Social Robotics here.
Patricc (Left) and Nao (Right) Robot Morphologies
Children playing a Hebrew root game with the (left) Patricc and (right) Nao robot platforms
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