Resonance, a powerful and pervasive phenomenon, appears to play a major role in human interactions. This article investigates the relationship between the physical mechanism of resonance and the human experience of resonance, and considers possibilities for enhancing the experience of resonance within human–robot interactions. We first introduce resonance as a widespread cultural and scientific metaphor. Then, we review the nature of “sympathetic resonance” as a physical mechanism. Following this introduction, the remainder of the article is organized in two parts. In part one, we review the role of resonance (including synchronization and rhythmic entrainment) in human cognition and social interactions. Then, in part two, we review resonance-related phenomena in robotics and artificial intelligence (AI). These two reviews serve as ground for the introduction of a design strategy and combinatorial design space for shaping resonant interactions with robots and AI. We conclude by posing hypotheses and research questions for future empirical studies and discuss a range of ethical and aesthetic issues associated with resonance in human–robot interactions.

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We propose a workshop stemming from ongoing conversations about the role of design methods and designed artefacts within the field of Human-Robot Interaction (HRI). Given the growing interest in understanding what the field can learn from design explorations, the workshop focuses on hands-on annotating activity where participants (researchers and practitioners from HRI, Human-Computer Interaction, and Design Research) will analyze and reflect upon selected collections of robotic artefacts. Ultimate goal of the workshop is to explicate values, concepts and perspectives that usually remain tacitly embedded in the designed artefacts and, as such, hard to appreciate as proper HRI contributions. The expected outcome of the workshop is a set of methodological recommendations and concrete examples of what kind of knowledge can be generated through robotic artefacts.

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This article engages with the claimed limitation that critical design fails to address the problems it condemns, such as capitalism, and suggests looking at the different ways critical design practices have related to production in the past. Three examples from different historical moments are discussed through the theoretical lens of tension with progression. The discussion brings to light four areas of reflection which concern the way we understand progression, time, socio-technical contexts, and use. These—all suggesting that critical design is frictional yet can also be progressional—are presented as perspectives relevant to better position critical design in relation to production and to assess its potential contributions.@en

This work illustrates and reflects on the design process of MLTK01, an open-source toolkit for fast prototyping tangible learning things, built on top of Arduino and ml5js. The toolkit was developed as a response to the current lack of fast and easy to use tools for tangible experiments with machine learning. Learning from insights gained through previous projects, we defined a set of basic building blocks necessary to enable such experiments and engaged in an iterative process of sketching, prototyping and preliminary testing of the toolkit. MLTK01 includes a custom PCB, a software library and accessories. Together with a descriptive account of the design process we also discuss possible applications of the toolkit and its implications for a design process of tangible learning things@en

Nine AR interfaces designed using an experience- based, and theoretically informed design approach, were presented in an online questionnaire for user evaluation.
Statistical analysis of presented measures, and the computation of an overall composite score revealed a preference towards traditional and familiar traffic elements.@en

How can humans remain in control of artificial intelligence (AI)-based systems designed to perform tasks autonomously? Such systems are increasingly ubiquitous, creating benefits - but also undesirable situations where moral responsibility for their actions cannot be properly attributed to any particular person or group. The concept of meaningful human control has been proposed to address responsibility gaps and mitigate them by establishing conditions that enable a proper attribution of responsibility for humans; however, clear requirements for researchers, designers, and engineers are yet inexistent, making the development of AI-based systems that remain under meaningful human control challenging. In this paper, we address the gap between philosophical theory and engineering practice by identifying, through an iterative process of abductive thinking, four actionable properties for AI-based systems under meaningful human control, which we discuss making use of two applications scenarios: automated vehicles and AI-based hiring. First, a system in which humans and AI algorithms interact should have an explicitly defined domain of morally loaded situations within which the system ought to operate. Second, humans and AI agents within the system should have appropriate and mutually compatible representations. Third, responsibility attributed to a human should be commensurate with that human’s ability and authority to control the system. Fourth, there should be explicit links between the actions of the AI agents and actions of humans who are aware of their moral responsibility. We argue that these four properties will support practically minded professionals to take concrete steps toward designing and engineering for AI systems that facilitate meaningful human control.@en

The word "robot"frequently conjures unrealistic expectations of utilitarian perfection: tireless, efficient and flawless agents. However, real-world robots are far from perfect - they fail and make mistakes. Thus, roboticists should consider altering their current assumptions and cultivating new perspectives that account for a more complete range of robot roles, behaviors, and interactions. To encourage this, we explore the use of metaphors for generating novel ideas and reframing existing problems, eliciting new perspectives of human-robot interaction. Our work makes two contributions. We (1) surface current assumptions that accompany the term "robots,"and (2) present a collection of alternative perspectives of interaction with robots through metaphors. By identifying assumptions, we provide a comprehensible list of aspects to reconsider regarding robots' physicality, roles, and behaviors. Through metaphors, we propose new ways of examining how we can use, relate to, and co-exist with the robots that will share our future.

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Interest in design methods and tools has been steadily growing in HRI. Yet, design is not acknowledged as a discipline with specific epistemology and methodology. Designerly HRI work is validated through user studies which, we argue, provide a limited account of the knowledge design produces. This paper aims to broaden current understanding of designerly HRI work and its contributions by unpacking what designerly knowledge is and how to produce it. Through a critical analysis of current HRI design literature, we identify a lack of work dedicated to understanding the conceptual implications of robotic artifacts. These, in fact, are implicit carriers of crucial HRI knowledge that can challenge established assumptions about how a robot should look, act, and be like. We conclude by discussing a set of practices desirable to legitimize designerly HRI work, and calling for further research addressing the conceptual implications designerly HRI work.

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Technologies in the workplace have been a major focus of CSCW, including studies that investigate technologies for collaborative work, explore new work environments, and address the importance of political and organizational aspects of technologies in workplaces. Emerging technologies, such as AI and robotics, have been deployed in various workplaces, and their proliferation is rapidly expanding. These technologies have not only changed the nature of work but also reinforced power and social dynamics within workplaces, requiring us to rethink the legitimate relationship between emerging technologies and human workers. It will be critical to the development of equitable future work arrangements to identify how these emerging technologies will develop relationships with human workers who have limited power and voice in their workplaces. How can these emerging technologies develop mutually beneficial partnerships with human workers? In this one-day workshop, we seek to illustrate the meaning of human-machine partnerships (HMP) by highlighting that how we define HMP may shape the design of future robots at work. By incorporating interdisciplinary perspectives, we aim to develop a taxonomy of HMP by which we can broaden our relationship with embodied agents but also evaluate and reconsider existing theoretical, methodological, and epistemological challenges in HMP research.

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This paper is a methodological replication of Barendregt et al. [11], who urged Child-Computer Interaction field to embrace Intermediate Level Knowledge as a meaningful and valid way of generating knowledge. We extend this epistemological gap to the Human-Robot Interaction (HRI). Currently, artefact-centered papers - papers that present the development of an artefact - seem to be one of the primary ways that the HRI field generates knowledge. In this paper, we made an analysis of all papers presented at the HRI Conference from 2006 to 2020. Our results indicate that the 41,2 % of the papers were artefact-centered; and the impact of them, measured in the number of citations, was significantly lower than other kinds of papers. We used 23 artefact-centered papers to formulate two strong concepts and investigate how the foundational design epistemology about intermediate-level knowledge and RtD can contribute to other design-related disciplines to produce useful and valuable knowledge.

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What if things had a voice? What if we could talk directly to things instead of using a mediating voice interface such as an Alexa or a Google Assistant? In this paper, we share our insights from talking to a pair of boots, a tampon, a perfume bottle, and toilet paper among other everyday things to explore their conversational capabilities. We conducted Thing Interviews using a more-than-human design approach to discover a thing’s perspectives, worldviews and its relations to other humans and nonhumans. Based on our analysis of the speculative conversations, we identified some themes characterizing the emergent qualities of people’s relationships with everyday things. We believe the themes presented in the paper may inspire future research on designing everyday things with conversational capabilities at home.

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This paper addresses the problem of social exclusion for people with disabilities while creating opportunities to provide innovative educational experiences for students without disabilities. Starting from the intersection between coding, digital fabrication, STEM education and disability, we present Design for ALL.L, a framework to create social inclusion through project-based learning programs. The presented framework targets students of different ages, from elementary to university, and guides the development of educational programs to foster awareness and empowerment for people with disabilities at different levels: from developing interaction design projects to meet the special needs of people with disabilities, to rethinking student-Teacher interaction as the person with disabilities becomes teacher. Learning from the two case studies described in this paper, we provide insights and reflections on the opportunities and challenges to bridge the goal of social inclusion for people with disability with education through technology.

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Our interactions form an intricate 'dance' - a dance requiring a fluent integration of both expressivity (e.g. to approach someone) and sensitivity (e.g. detect if you 'should' approach someone). Work on behaving artefacts has focused mostly on the social, emotional and aesthetic qualities that can be evoked - expressed - through interactions involving such artefacts. Meanwhile, novel methods from social signal processing and affective computing are beginning to imbue artefacts with a reflective awareness - a sensitivity - to the emergent social aspects of the interaction. Can we empower the expressivity of behaving artefacts by integrating it with such sensitivity? With this workshop we aim to bring together a range of perspectives, on the performative and technological opportunities for such artefacts, as well as on their potential (adverse) social and societal implications; to jointly establish what will be necessary to achieve Expressive\Sensitive artefacts that positively enrich and participate in the 'dance' of social interaction.

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This paper suggests robot citizenship as a design perspective for attending to the sociality of human robot interactions (HRI) in the near future. First, we review current positions regarding robot citizenship, which we summarise as: human analogy, nonhuman analogy and socio-relationality. Based on this review, we then suggest an understanding of citizenship that stresses the socio-relational implications of the concept, and in particular its potential for rethinking the way we approach the design of robots in practice. We suggest that designing for robot citizenship (in the terms suggested by this paper) has the potential of fostering a shift from a logic of functionality to one of relationality. To illuminate the direction of this shift in design practice, we include and discuss three robot concepts designed to address and rethink present HRI challenges in the urban environment from a relational perspective.@en

Robotic services, which have started to appear in urban environments, are going to transform our society. Designers of these robots are not only required to meet technical and legal challenges, but also address the potential social, political, and ethical consequences of their design choices. In this paper, we present a workshop format with its related tools intended for enabling speculation about such possible futures and fostering reflection on potential socio-ethical implications that might support/oppose these futures. We report the results and discussion of one particular workshop case, in which the implementation of two
particular robotic services for a city was envisioned and questioned, i.e., surveillance and delivery of goods. By discussing the results, we illustrate how such a workshop format might be beneficial for setting the agenda for a more conscious design of urban robots and orienting future research towards meaningful themes related to the emerging coexistence scenarios between citizens and robots.@en

Purpose: The purpose of this paper is to conduct research with children, who have different abilities from adults, in terms of language understanding and level of attention, is a challenging task, especially concerning novel interactive systems such as social robots. Consequently, self-reporting methods are often replaced or supplemented by observational methods that are usually carried out taking advantage of video recordings. However, some limitations make this approach challenging for studies conducted with groups of children in real-world environments, whose relevance is being addressed more and more frequently in human-robot interaction (HRI) research. Thus, there is a growing need for rigorous observation approaches in unstructured test environments. Design/methodology/approach: This paper presents an alternative analysis approach, in relation to an experimental child-robot interaction (CRI) application, which was developed at the Academy of Arts and Design, Tsinghua University, China. The proposed methodology is based on the analysis of video recordings of in-wild activities of children with a robot. The methodology has the aim of providing a framework to facilitate knowledge identification and structuring. It was implemented for experiment evaluation and validation purposes and to propose a reference structure for the organization of new experiments and the stimulation of new ideas and activities in the design process. Findings: This methodology provides a logical structure, which can be used to identify the effectiveness or limits of design choices, pertaining to such aspects as the morphology or movement of robots or the choice of their specific role in education, all of which play crucial roles in the design process and could be improved to achieve better results. This structured identification is a practical implication for the design process, above all when it is oriented toward social robots and their interaction with children or elderly senile people. In this case, the outcomes were the identification of important elements of an experiment (psychological profiles of the involved children and possible problems or risks) and their impact on the design process. Originality/value: The methodological approach, which structures and uses cognitive maps to elaborate multicriteria evaluation models, is not new to the operations research field (where it is defined as a multimethodology application of Soft OR), but it has not yet been applied in the field of HRI studies, to analyze children’s perception of a robot and to identify the factors that can affect a good CRI or to structure knowledge that can be shared to guide the design process of robots for the experience of children playing.@en

The smart city infrastructure will soon start to include smart agents, i.e., agentic things, which co-exist and co-perform with human citizens. This near-future scenario explores the flexible types of collaborations and relationships between the human and nonhuman citizens. Drawing on current technology forecasts and AI/robotics literature, we created five fictional concepts for reflecting on themes we deem important for such collaborations: responsibility, delegation, relationship, priority, and adaptation. The promises, challenges and threats of these themes are discussed in this paper, together with the new questions that were opened up through the use of design fiction as a method.

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This workshop will address the theme of open resources for learning. A small series of case studies at the intersection between the world of education, technology, and making will be presented with the aim of discussing the opportunities and challenges of open source materials for practitioners. The case studies consist of projects developed across different European countries, focused on different aspects of learning and dedicated to different school levels. Nevertheless, these projects share the use of open source resources and the aim of contributing with materials and examples to the resources available for educators and designers. The workshop will combine the case studies presentations with a round table.@en