http://dl.gi.de/handle/20.500.12116/32158 2026-07-24T06:25:01Z http://dl.gi.de/handle/20.500.12116/32174 MCI-Symposium 2019 – KI für den Menschen Koch, Michael 2020-01-01T00:00:00Z http://dl.gi.de/handle/20.500.12116/32169 Editorial Ziegler, Jürgen 2020-01-01T00:00:00Z http://dl.gi.de/handle/20.500.12116/32173 Categorizing Social Robots with Respect to Dimensions Relevant to Ethical, Social and Legal Implications Störzinger, Tobias; Carros, Felix; Wierling, Anne; Misselhorn, Catrin; Wieching, Rainer The aim of this paper is to suggest a framework for categorizing social robots with respect to four dimensions relevant to an ethical, legal and social evaluation. We argue that by categorizing them thusly, we can circumvent problematic evaluations of social robots that are often based on overly broad and abstract considerations. Instead of questioning, for example, whether social robots are ethically good or bad in general, we instead propose that different configurations of (and combinations thereof) the suggested dimensions entail different paradigmatic challenges with respect to ethical, legal and social issues (ELSI). We therefore encourage practitioners to consider these paradigmatic challenges when designing social robots to find creative design solutions. 2020-01-01T00:00:00Z http://dl.gi.de/handle/20.500.12116/32171 Game-Based Promotion of Motivation and Attention for Socio-Emotional Training in Autism: Exploring the Secrets of Facial Expressions by Combining Minecraft and a Mobile App Strickroth, Sven; Zoerner, Dietmar; Moebert, Tobias; Morgiel, Anna; Lucke, Ulrike aused by a deviance of their reward system, autistic people show attention deficits for learning content outside their special fields of interest. This can lead to significant problems, especially in formal learning situations. A promising approach to increase attention is the use of game-based learning concepts. The effect of individual playful aspects could be shown in existing learning systems. However, these do not provide consistent game experiences, which may result in a decreasing motivation for training. Therefore, this paper presents requirements as well as a related game concept to integrate the learning content with a playful narrative in order to promote motivation and attention for socio-emotional training. 2020-01-01T00:00:00Z