¿Tramposo e injusto? Entonces, es humano.  Robots sociales educativos y ética sintética

María Isabel Gómez-León

doi:10.51302/tce.2024.18841

Authors

María Isabel Gómez-León Profesora de la Universidad Internacional de La Rioja (Logroño, España) https://orcid.org/0000-0001-7466-5441

DOI:

https://doi.org/10.51302/tce.2024.18841

Keywords:

educational technology, social robots, artificial intelligence, cheating behavior, robot abuse, dishonesty, academic integrity, synthetic ethics

Abstract

Education begins to make use of emotional artificial intelligence through anthropomorphized educational robots. Evidence supports that students (men and women) are able to create emotional bonds with these agents. However, more and more cases of abusive disinhibition are being found in such interactions, such as racist or sexist degradation, abuse of power and violence. Some researchers warn about the negative consequences that this type of behavior can have in the long term, both for the ethical education of students and for robots that learn from these behaviors. Despite their relevance from a social and educational perspective, there are few studies that attempt to understand the mechanisms underlying these immoral or collectively harmful practices. The aim of this article is to review and analyze the research that has tried to study the unethical behavior of the human being through its interaction with anthropomorphic social robots. A descriptive bibliometric study was carried out following the criteria of the PRISMA declaration. The results show that, under certain circumstances, anthropomorphization and attribution of intentionality to robotic agents could be disadvantageous causing attitudes of rejection, dehumanization and even violence. However, a more realistic view of both the capabilities and limitations of these agents and the mechanisms that guide human behavior could help harness the great potential of this technology to promote students' moral development and ethical awareness.

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Author Biography

María Isabel Gómez-León, Profesora de la Universidad Internacional de La Rioja (Logroño, España)

Doctora en Neurociencia, con sobresaliente cum laude por la Universidad Complutense de Madrid (España). Ha participado en proyectos de investigación con la Universidad Complutense de Madrid y con la Universidad Politécnica de Madrid (España). Actualmente, es profesora de grado y posgrado en la Universidad Internacional de La Rioja (España), en la Universidad Nebrija (España) y en la Universidad Camilo José Cela (España); directora y profesora de posgrado en el Máster de Atención Temprana en la Universidad Francisco de Vitoria (España); y gerente de un centro de neuropsicología infantil, especializado en atención temprana.

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