让大学生参与设计助学机器人，兼顾效率与伦理。
Ethically-Aware Participatory Design of a Productivity Social Robot for College Students
- 通过师生协作工作坊，收集学生真实需求
- 提炼出高效且符合伦理的机器人功能设计
- 适合教育科技、人机交互研究者参考
大学生常面临学业与生活压力，影响学习效率，尤其注意力缺陷多动障碍（ADHD）学生存在执行功能挑战。传统效率工具依赖持续自律，易导致频繁切换应用。社交助手机器人（SARs）凭借其直观互动特性，在教育、认知发展和心理健康领域已有成功应用。为有效利用SARs提升学生效率，本研究采用参与式设计（PD）方法，直接邀请大学生及学生成功与福祉教练参与设计过程。通过访谈与协作工作坊，深入挖掘学业效率痛点，识别出理想的助学机器人功能。关键的是，伦理考量从设计初期即被纳入，确保决策符合用户需求并具责任感。研究贡献包括：学生效率挑战的系统洞察、机器人设计偏好分析，以及可落地的机器人特性建议。此外，提出由利益相关方共同制定的伦理指南，为高校中助学型SAR的负责任部署提供依据。
原文摘要 · Abstract (English)
College students often face academic and life stressors affecting productivity, especially students with Attention Deficit Hyperactivity Disorder (ADHD) who experience executive functioning challenges. Conventional productivity tools typically demand sustained self-discipline and consistent use, which many students struggle with, leading to disruptive app-switching behaviors. Socially Assistive Robots (SARs), known for their intuitive and interactive nature, offer promising potential to support productivity in academic environments, having been successfully utilized in domains like education, cognitive development, and mental health. To leverage SARs effectively in addressing student productivity, this study employed a Participatory Design (PD) approach, directly involving college students and a Student Success and Well-Being Coach in the design process. Through interviews and a collaborative workshop, we gathered detailed insights on productivity challenges and identified desirable features for a productivity-focused SAR. Importantly, ethical considerations were integrated from the onset, facilitating responsible and user-aligned design choices. Our contributions include comprehensive insights into student productivity challenges, SAR design preferences, and actionable recommendations for effective robot characteristics. Additionally, we present stakeholder-derived ethical guidelines to inform responsible future implementations of productivity-focused SARs in higher education.
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