Ethically-Aware Participatory Design of a Productivity Social Robot for College Students

TL;DR

This paper explores the participatory design of an ethically-aware social robot aimed at improving productivity among college students, especially those with ADHD, by integrating user insights and ethical guidelines.

Contribution

It introduces a novel participatory design process involving students and stakeholders to create a responsible productivity-supporting social robot for higher education.

Findings

Identified key productivity challenges faced by students, especially with ADHD.

Gathered design preferences for effective and acceptable social robots.

Developed ethical guidelines for future deployment of productivity SARs.

Abstract

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.