用社交机器人辅助残疾学生在大学中自我维权，提升支持效率。
Stakeholder Perspectives on Whether and How Social Robots Can Support Mediation and Advocacy for Higher Education Students with Disabilities
- 通过多方参与设计，探索机器人如何协助学生沟通与求助
- 机器人可充当学习伴侣和指引工具，但存在共情与信任短板
- 适合关注教育公平与无障碍技术的研究者与政策制定者
本文通过迭代式参与式实证研究，探讨人工智能（如社交机器人、大语言模型）在支持英国剑桥大学残疾学生高等教育阶段调解与倡导中的潜力。基于对残疾学生、学生代表及残障事务从业者开展的访谈与焦点小组的质性数据，研究揭示了问题空间认知、机器人支持构想及协同设计过程。结果表明，该技术可在信息指引、充当倾诉对象或学习伙伴方面发挥积极作用，但面临共情理解不足、信任缺失、公平性与可访问性挑战。研究还讨论了交叉性偏见、双面共情难题以及在结构性不平等环境中部署社交机器人的伦理影响。最后提出改进建议，呼吁将技术干预从‘纠正性’转向赋能自倡的工具。
原文摘要 · Abstract (English)
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.
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