Humanoid Robots (Figures 41, 42)

Total Page:16

File Type:pdf, Size:1020Kb

Humanoid Robots (Figures 41, 42) A Roboethics Framework for the Development and Introduction of Social Assistive Robots in Elderly Care Antonio M. M. C. Espingardeiro Salford Business School University of Salford, Manchester, UK Submitted in Partial Fulfilment of the Requirements of the Degree of Doctor of Philosophy, September 2013 TABLE OF CONTENTS Chapter 1 - Introduction ......................................................................................................................................... 1 Chapter 2 - Literature review ................................................................................................................................. 9 2.1. Ethics in the digital world ................................................................................................................................ 9 2.2. Exploratory work in roboethics ..................................................................................................................... 14 2.2. Roboethics rules and guidance ...................................................................................................................... 18 2.3. “In-situ” practical workshops with SARs ........................................................................................................ 23 2.4. Summary ........................................................................................................................................................ 24 Chapter 3 - Human robotics interactions and ethical principles .......................................................................... 27 3.1. Human robotics interactions ......................................................................................................................... 27 3.2. Social interactive robotics applications ......................................................................................................... 27 3.3. Socially interactive and social assistive robots applications .......................................................................... 29 3.4. Relevance of social groups and social care ethos .......................................................................................... 30 3.5. Core medical ethical principles in assistive care ............................................................................................ 31 3.6. Core ethical principles and SARs .................................................................................................................... 34 3.7. SARs - robots evaluation ................................................................................................................................ 36 3.8. SARS and HRI benchmarks ............................................................................................................................. 36 3.8.1. Safety .......................................................................................................................................................... 38 3.8.2. Scalability .................................................................................................................................................... 39 3.8.3. Autonomy ................................................................................................................................................... 39 3.8.4. Imitation ..................................................................................................................................................... 40 3.8.5. Privacy......................................................................................................................................................... 41 3.8.6. HRI task-oriented benchmarks ................................................................................................................... 42 Summary of HRI: ................................................................................................................................................... 43 3.8.7. HRI benchmarks, core ethics principles and social care ethos ................................................................... 45 3.8.7.1. Imitation .................................................................................................................................................. 46 3.8.7.2. Safety ....................................................................................................................................................... 47 3.8.7.3. Autonomy ................................................................................................................................................ 49 3.8.7.4. Social success ........................................................................................................................................... 52 3.8.7.5. Scalability ................................................................................................................................................. 55 3.8.7.6. Understanding of domain ........................................................................................................................ 57 3.8.7.7. Privacy ..................................................................................................................................................... 59 Summary: .............................................................................................................................................................. 69 Chapter 4 - Research methodology ...................................................................................................................... 71 4.1. Research philosophies ................................................................................................................................... 71 4.2. Research methodology .................................................................................................................................. 72 4.3. Qualitative data process ................................................................................................................................ 74 4.3. Qualitative data analysis ................................................................................................................................ 76 4.4. Care home settings ........................................................................................................................................ 77 4.4. Technology used in the practical workshops ................................................................................................. 80 4.5. Robotic workshops and activities .................................................................................................................. 87 Chapter 5 - Research analysis and findings .......................................................................................................... 93 5.1. Activities program .......................................................................................................................................... 93 5.2. Research procedures ..................................................................................................................................... 94 5.3. HRI workshops, ethical principles and social care ethos ............................................................................... 95 Beneficence .......................................................................................................................................................... 96 Non-maleficence................................................................................................................................................... 97 Autonomy ............................................................................................................................................................. 97 Justice ................................................................................................................................................................... 97 5.4. Evaluation structure ...................................................................................................................................... 98 5.5. Qualitative analysis ...................................................................................................................................... 103 5.5.1. Research findings ...................................................................................................................................... 114 Locations A, B, C, D, E ......................................................................................................................................... 114 5.5.1.1. Interview 1 analysis (Table 18): ............................................................................................................. 114 Locations A, B, C, D, E ......................................................................................................................................... 116 5.5.1.2. Interview 2 analysis (Table 19): ............................................................................................................. 116 Locations A, C, D, E ............................................................................................................................................. 118 5.5.1.3. Interview 3 analysis (Table 20): ............................................................................................................. 118 5.5.2. Critical analysis ........................................................................................................................................
Recommended publications
  • Using Robotics to Equip K-12 Teachers: Silicon Prairie Initiative for Robotics in Information Technology (Spirit)
    AC 2009-2198: USING ROBOTICS TO EQUIP K-12 TEACHERS: SILICON PRAIRIE INITIATIVE FOR ROBOTICS IN INFORMATION TECHNOLOGY (SPIRIT) Alisa Gilmore, University of Nebraska - Lincoln Alisa N. Gilmore, P.E. is a Senior Lecturer in the Department of Computer and Electronics Engineering at the University of Nebraska-Lincoln. She serves as senior technical staff for two NSF grants in the ITEST and Discovery K-12 programs associated with using robotics in the K-12 arena to motivate student achievement in STEM activities. She has been involved as a community outreach speaker, presenter, and collaborator with local schools, students, and teachers for over ten years, working to expose pre-college students to engineering. Ms. Gilmore has extensive industrial experience in the telecommunications and manufacturing areas, and since 2003 has used her industry background to foster industrial partnerships at the university and to develop and teach courses in circuits, telecommunications, and robotics. Bing Chen, UNL Dr. Bing Chen is chairman of the Department of Computer and Electronics Engineering on the Omaha campus of the College of Engineering, University of Nebraska - Lincoln at the Peter Kiewit Institute. He is the Principal Investigator on three NSF grants involving levels K-16 in educational robotics. His primary interest involves providing a continuous exposure to students with educational robotics both within a classroom environment and in after school settings year round to stimulate student creativity and possible pursuit of STEM careers in order to meet national long term needs and global challenges posed by competitive engineering programs overseas. His other long term research interest has been in the area of renewable energy.
    [Show full text]
  • RS Media User Manual
    A Fusion of technology and Personality User Manual North America Item No. 8061 | Ages 8+ CAUTION - ELECTRICAL TOY: NOT RECOMMENDED FOR CHILDREN UNDER 4 YEARS OF AGE. AS WITH ALL ELECTRICAL PRODUCTS, PRECAUTIONS SHOULD BE OBSERVED DURING HANDLING AND USE TO PREVENT ELECTRICAL SHOCK. INPUT: AC100-240V, 50/60HZ OUTPUT: DC 7.5V 3.1A COPYRIGHT INFORMATION RS Media™, Robosapien™, Robosapien™ V2, Roboreptile™, Robopet™, and Roboraptor™ are copyright and trademarked by Wowwee Ltd. Sun Microsystems and Java are registered trademarks of Sun Microsystems, Inc. All other copyrights are hereby acknowledged. sYsTeM RequIReMeNTs Minimum system requirements for running RS Media Editing Suite. Microsoft® Windows® XP SP2 or higher (English Edition) (Compatible with German, Spanish, French, and Italian Windows® XP SP2 or higher) PC with PIII 1.5GHz equivalent or higher processor 256 MB of system RAM 16 MB video card recommended 200 MB available hard disk space CD-ROM drive Supply of this product does not convey a license nor imply any right to distribute content created with this product in revenue-generating broadcast systems (terrestrial, satellite, cable and/or other distribution channels), streaming applications (via Internet, intranets and/or other networks), other content distribution systems (pay-audio or audio-on- demand applications and the like) or on physical media (compact discs, digital versatile discs, semiconductor chips, hard drives, memory cards and the like). An independent license for such use is required. For details, please visit http://mp3licensing.com. WELCOME Congratulations on choosing Rs Media™, the next generation of Robosapien technology and personality. RS Media is a complete multimedia robotic experience with the unique ability to be fully customized.
    [Show full text]
  • An Introduction to the NASA Robotics Alliance Cadets Program
    Session F An Introduction to the NASA Robotics Alliance Cadets Program David R. Schneider, Clare van den Blink NASA, DAVANNE, & Cornell University / Cornell University CIT [email protected], [email protected] Abstract The 2006 report National Defense Education and Innovation Initiative highlighted this nation’s growing need to revitalize undergraduate STEM education. In response, NASA has partnered with the DAVANNE Corporation to create the NASA Robotics Alliance Cadets Program to develop innovative, highly integrated and interactive curriculum to redesign the first two years of Mechanical Engineering, Electrical Engineering and Computer Science. This paper introduces the NASA Cadets Program and provides insight into the skill areas targeted by the program as well as the assessment methodology for determining the program’s effectiveness. The paper also offers a brief discussion on the capabilities of the program’s robotic platform and a justification for its design into the program. As an example of the integration of the robotic platform with the program’s methodologies, this paper concludes by outlining one of the first educational experiments of NASA Cadets Program at Cornell University to be implemented in the Spring 2007 semester. I. Introduction To be an engineer is to be a designer, a creator of new technology, and the everyday hero that solves society’s problems through innovative methods and products by making ideas become a reality. However, the opportunity to truly explore these key concepts of being an engineer are often withheld from most incoming engineering students until at least their junior year causing many new students to lose motivation and potentially leave the program.
    [Show full text]
  • Download (157Kb)
    MURDOCH RESEARCH REPOSITORY http://researchrepository.murdoch.edu.au Thai Dance Training-Assist Robot Author(s): Nandhabiwat, Thitipong ; Fung, Chun Che ; Depickere, Arnold ; Malaivongs, Kanchit Year: 2007 Source: Eighth Postgraduate Electrical Engineering and Computing Symposium (PEECS 2007), Perth, W.A., 7 November 2007, pp. 108-111. This is the author’s final version of the work, as accepted for publication following peer review but without the publishers’ layout or pagination. It is posted here for your personal use. No further distribution is permitted. Thai Dance Training-Assist Robot Thitipong Nandhabiwat*, Chun Che Fung*, Arnold Depickere* and Kanchit Malaivongs** *School of Information Technology, Division of Arts, Murdoch University, Perth WA, Australia **The Royal Institute of Thailand, Bangkok, Thailand developed to perform emotional and attentive interaction Abstract—This paper presents an overview of a research with children. The research focuses dance-oriented project concerning the investigation and development of a nonverbal play between children and Keepon. Also, being Thai Dance Training-Assist Robot. The initial phase of the developed is the architecture which allows the robot to project consists of literature review on backgrounds of perceive, model, generate social rhythms and robots, robotic applications and human-robot interaction (HRI) as a recently emerged discipline. The paper also synchronizing the robot’s behaviors with the human. In describes the technical specifications of “Robosapien”, the fact, Keepon was not designed solely for entertainment, most popular humanoid robot series ever sold. Discussions but to develop technologies and methodologies for on dance, dance robots and finally Thai dance are also human-robot interaction incorporating the rhythmic covered in this paper.
    [Show full text]
  • Using Fluid Power Workshops to Increase Stem Interest in K-12 Students
    Paper ID #10577 Using fluid power workshops to increase STEM interest in K-12 students Dr. Jose M Garcia, Purdue University (Statewide Technology) Assistant Professor Engineering Technology Mr. Yury Alexandrovich Kuleshov, Purdue University, West Lafayette Dr. John H. Lumkes Dr. John Lumkes is an associate professor in agricultural and biological engineering at Purdue University. He earned a BS in engineering from Calvin College, an MS in engineering from the University of Michi- gan, and a PhD in mechanical engineering from the University of Wisconsin-Madison. His research focus is in the area of machine systems and fluid power. He is the advisor of a Global Design Team operating in Bangang, Cameroon, concentrating on affordable, sustainable utility transportation for rural villages in Africa. Page 24.1330.1 Page c American Society for Engineering Education, 2014 USING FLUID POWER WORKSHOPS TO INCREASE STEM INTEREST IN K-12 STUDENTS 1. Abstract This study addresses the issue of using robotics in K-12 STEM education. The authors applied intrinsic motivation theory to measure participant perceptions during a series of robotic workshops for K-12 students at Purdue University. A robotic excavator arm using fluid power components was developed and tested as a tool to generate interest in STEM careers. Eighteen workshops were held with a total number of 451 participants. Immediately after the workshop, participants were provided with a questionnaire that included both quantitative and qualitative questions. Fourteen of the questions are quantitative, where a participant would characterize their after-workshop experience using a 1 to 7- Likert scale. According to the intrinsic motivation theory it was hypothesized that participant perceptions should differ depending on their gender, race, and age.
    [Show full text]
  • Robosapien V2 Instruction Manual
    Robosapien V2 Instruction Manual WowWee Robosapien V2 22 Inch Sharper Image Red Version Remote New listing ROBOSAPIEN V2 INSTRUCTION MANUAL - SHARPER IMAGE. 3 Skittles and instructions as shown. Wowwee ROBOSAPIEN V2 LARGE 22'' ROBOT And Manual For Spares Or robosapien V2 In Great Working Order. Robosapien V2 Robot in working order with instruction manual Bought new in the 90s Yardley used has been in storage , 1084546488. Find Robosapien in Canada / Visit Kijiji Classifieds to buy, sell, or trade selling a robosapien x with controller manual and cellphone jack all in good PLUS A FULLY WORKING CONTROLLER AND THE INSTRUCTIONS FOR THE ROBOT. Tomy Download Instruction Manuals - ( 1 of 7 - Pictures ) Robosapien V2 Robot Manual de.pdf (Deutsch / German) · ROBOSAPIEN X Robot de Manual.pdf. Wowwee robosapien for sale: Mini Robosapien Wowwee Robotics It comes complete with manual. original style of thakat indian coffee table made from solid wood and in very good condit. It will come with a copy of the original instructions. robot robosapien robosapien robot robosapien v2 wowee one robot vacuum. Robosapien V2 Instruction Manual Read/Download 1 x Robosapien, 1 x Remote controller, 1 x Pick-up accessory, 1 x Instruction manual. Features: 6 different kung fu moves, Walks, runs and turns, Full-function. Android RoboRemote for Robosapien and More. Date Added: 09/30/2014 - 17:00. Version: 1.0. Description: RoboRemote works with the RobosapienX dongle. Great Gift & Collector vintage Toy - WowWee Robosapien Robot V2 ROBOSAPIEN V2 INSTRUCTION MANUAL - SHARPER IMAGE WW252. Robosapien X is the first affordable humanoid robot. 14" tall and Robosapien X - Wow Wee Internationa - Toys"R"Us.
    [Show full text]
  • Robosapien RS Media - the Champion of Robotic Toys Submitted By: Gizoo Thursday, 19 October 2006
    Robosapien RS Media - the champion of robotic toys Submitted by: Gizoo Thursday, 19 October 2006 With 67 different programmable movements, extensive speech responses and removable SD memory cards, and an editing package to modify its personality, the latest edition to the Robosapien family - Robosapien RS Media (http://www.gizoo.co.uk/Products/ToysGames/RadioControl/RobosapienRSMedia.htm) - definitely rules the roost. The Robosapien RS Media (http://www.gizoo.co.uk/Products/ToysGames/RadioControl/RobosapienRSMedia.htm) comes complete with a camera mounted to its head, which can be displayed through the 1.9" colour LCD screen on the robot's chest. Multimedia files can be downloaded to the Robosapien RS Media (http://www.gizoo.co.uk/Products/ToysGames/RadioControl/RobosapienRSMedia.htm) through the USB port, allowing the user to view pictures and video through the LCD screen. While body movements and the user's voice can be stored multi-talented robot, downloaded music files are enjoyed through its eleven watt stereo speakers. Available at Gizoo (http://www.gizoo.co.uk) for just £299.99, main features include: Colour LCD Screen Camera mounted on Robosapien RS Media's head Interacts with other WooWee robots including Roboreptile, Robosapien V2 and Roboraptor Store and edit body movements Record and store user's voice USB port Eleven watt stereo speakers and back mounted woofer 40MB Flash Memory The Robosapien RS Media's predecessor - Robosapien V2 (http://www.gizoo.co.uk/Products/ToysGames/RadioControl/RobosapienV2.htm) - is now available from Gizoo at only £99.95 - almost £90 off the RRP! ENDS For further information and images please contact: Amy Bath on 0115 914 9118 or email: [email protected] Notes to Editors For more information on the Robosapien RS Media, please visit Gizoo (http://www.gizoo.co.uk) Gizoo (http://www.gizoo.co.uk) Having operated a website dedicated to gadgets, gifts and gizmos since 2002, the successful e-tailer Page 1 re-launched as Gizoo (http://www.gizoo.co.uk) in August 2006 and serves approximately 500,000 customers.
    [Show full text]
  • Robotic Art and Cultural Imagination
    http://dx.doi.org/10.14236/ewic/EVAC18.48 Robotic Art and Cultural Imagination Bojana Romic School of Arts and Communication Nordenskiöldsgatan 1, 211 19 Malmö, Sweden [email protected] In this article, I aim to accentuate the importance of the cultural imagination about robots, observing it 'as a mixed register of fantasy and an actual practice' (Kakoudaki 2007, 165). I emphasise the field of robotic art, which, I argue, is in a fluid state of exchange with other areas of robotic research, equally benefiting from the larger context of the cultural imagination about robots. Furthermore, I discuss artworks that offer a valuable commentary on robots even though they are not defined as robotic art in a narrow sense (Penny 2013), given that they feature only the representation of robots or robot-like characters. Nevertheless, these artworks contribute to the circulation of symbolic registers that revolve around the multifaceted figure of a robot. Robot. Robotic Art. Cultural imagination. Cultural robotics. 1. INTRODUCTION imagination: I do not probe deeper into ideological, religious and societal reasons for imaginaries that In recent years, there has been an ongoing debate are characteristic of particular societies (e.g. about the notion and (possible) function of robotic Japanese, US, Korean, etc.). Instead, I focus on culture. With the development of the new generation phenomenological aspects of cultural imagination in of drones, as well as the advancement in social and robotic art in general. health robotics, questions about the robot culture seem to open a variety of discussions (Kim & Kim 2013, Samani et al. 2013, Šabanović et al.
    [Show full text]
  • The Turing Test Q: Can Machines Think?
    The Turing Test Q: Can machines think? I compute, therefore I am. Problem: We don’t know what ―think‖ means. Q: What is intelligence? Problem: We can’t define ―intelligence‖. But, we usually ―know it when we see it‖. The Turing Test Q: Which of the following can think? The Turing Test Q: Can you distinguish a machine from a person? ≡ Can a machine impersonate a person? The Turing Test • The first deep investigation into whether machines can ―behave intelligently‖ • Helped usher in field of AI • Decoupled ―intelligence‖ from ―human‖ • Based ―intelligence‖ on I/O, not entity’s ―look and feel‖ • Proposed a practical, formal test for intelligence • Definitions & test are operational & easily implementable • Turing test variants: ―immortality‖, ―fly-on-wall‖, ―meta‖, ―reverse‖, ―subject matter expert‖, ―compression‖, ―minimum intelligent signal‖ Turing Test Milestones Turk (von Kempelen), 1770: • Played a strong game of chess • Toured the world for 84 years • Generated much interest in automata • Was a hoax (hidden human operator) Turing Test Milestones Eliza (Weizenbaum), 1966: • First ―chatterbot‖ • Named after ―Eliza Doolittle‖ of Shaw’s Pygmalion • Simulated Rogerian psychotherapist • Often convinced people it is human • Influence computer games (e.g., Dungeon, Adventure) • Inspired Arthur C. Clarke’s HAL 9000 • Chatterbots appear today in chatrooms and dating services • Chatterbot competitions (Turing Test format): – Loebner Prize – Chatterbox Challenge, 2010 Turing Test Milestones Elbot, 2008: • Won 2008 Loebner Prize • Fooled 3 of 12 judges (Turing: >30%) • Typical excerpt: Judge: What's your favourite novel? Elbot: I often read telephone books, or dadaist poetry: Brä brä brä Judge: Typical computer! Elbot: You tend towards generalizations.
    [Show full text]
  • Wowwee Rs Media Manual.Pdf
    Wowwee Rs Media Manual User Manuals. Robosapien Manual.pdf (2.75 MB) Package contents: 1 x Robosapien, 1 x Remote controller, 1 x Pick-up accessory, 1 x Instruction manual. New listing ROBOSAPIEN V2 INSTRUCTION MANUAL - SHARPER 2006 Wowwee RS Media Humanoid Robot 8061 ( NO REMOTE CONTROL ). RS Media item #8061 by WowWee RS Media has four personalities built in or you can create and upload your own with the included RS Media Editing Suite. RS Media has Click Here to Download the RS Media Owner's Manual. The results we show for the keyword Rs Media will change over time as new rs media robot manual функциями «WowWee Robosapien RS Media V3. The Robosapien humanoid product line evolved to include Robosapien V2 robot, which added functionality like speech capability, and RS Media™ robot, which. Wowwee RS Media Robot in Randburg, preview image. 4 Photo(s). Wowwee RS Media Robot. Wowwee RSMedia robot, with remote. Collectors item! Selling. Wowwee Rs Media Manual Read/Download We offer information and reviews on the WowWee Rovio Robotic Webcam. The WowWee Robosapien V2, RS Media, Femisapien, and others were added to the lineup, offering the good looks and charm *Manual or remote programming Robosapien X - Wow Wee Internationa - Toys"R"Us. Play Video. Add my images & videos 14" Robosapien, IR Dongle, Remote Control, Instruction manual. Description: RovioDirect is an alternative freeware for remote controlling your WowWee Rovio webcam robot. It supports directly access and steering of the robot. more info. +. WowWee Robosapien Humanoid Toy Robot with Remote Control. $119.62 more info. +. WowWee Mini RS Femisapien.
    [Show full text]
  • Sensorimotor Control of Octopus-Inspired Soft Robots
    Zurich Open Repository and Archive University of Zurich Main Library Strickhofstrasse 39 CH-8057 Zurich www.zora.uzh.ch Year: 2013 Learning from the octopus: sensorimotor control of octopus-inspired soft robots Li, Tao Posted at the Zurich Open Repository and Archive, University of Zurich ZORA URL: https://doi.org/10.5167/uzh-91630 Dissertation Published Version Originally published at: Li, Tao. Learning from the octopus: sensorimotor control of octopus-inspired soft robots. 2013, University of Zurich, Faculty of Economics. Department of Informatics Learning from the Octopus: Sensorimotor Control of Octopus-Inspired Soft Robots A dissertation submitted to the Faculty of Economics, Business Administration and Information Technology of the University of Zurich for the degree of Doctor of Science (Ph.D.) by Tao Li from China Accepted on the recommendation of Prof. Dr. Rolf Pfeifer Prof. Akio Ishiguro, Ph.D. 2013 The Faculty of Economics, Business Administration and Information Technol- ogy of the University of Zurich herewith permits the publication of the afore- mentioned dissertation without expressing any opinion on the views contained therein. Zurich, October 23, 2013 Head of the Ph.D. committee for informatics: Prof. Abraham Bernstein, Ph.D Abstract Soft robotics is one of the most promising, yet challenging, research topics in bio-inspired robotics. In terms of morphological and behavioral flexibility as well as interaction safety, soft robots have significant advantages over traditional articulated rigid robots. However, it is difficult to achieve autonomous sensorimotor control of a soft robot by conventional engineering approaches primar- ily because of its complex nonlinear soft body dynamics. Most soft robots are currently controlled only in an open-loop scheme.
    [Show full text]
  • Robosapien V2 Diagnostics
    Robosapien V2 Diagnostics Infared Sensors Color Detection Sound Detection Precision grip Humanoid Hip Movement Bi-pedal motion Foot Sensors Compatibility Flexibility Picking up pins, lying down, and dancing are no problem for Robosapien V2. Fluid hip and joint movement make the new Robosapien seem more life-like than before. Smooth movement in the arms allows the Robosapien V2 to pick up objects and even do some bowling on the side. True bipedal movement is possible in the Robosapien V2 through the use of hip movement and even has five walking gaits as well. Wish you could have someone else teach your pet (robot) dog a trick or two? Many advances have been made to the Robosapien V2 robot. One great leap the Robosapien has made is the ability to interact with both roboraptor and robopet. Robosapien V2 will have robopet perform tricks and tame the most unruly roboraptor. Programming Intelligence The Robosapien Infrared sensors on the robot’s head allow it to follow a laser path set by remote control and detect nearby obstacles. The has six different program modes. color vision system allows Robosapien to identify skin tones and colors. Sensors on each side of Robosapien V2’s head Remote control, guard, demo, programmable, allow it to hear nearby sounds and react to the world. and autonomous are five of those different modes. Autonomous mode allows Robosapien V2 to move freely on its own and interact with its environment. Touch sensors on each finger let Robosapien V2 know if it Remote control mode allows you to control your has picked up any objects.
    [Show full text]