arXiv subjects

Jauwairia Nasir

Publications and source records attributed to Jauwairia Nasir.

2 recordsLinked to original sources

arXiv2026

Responsible Personalisation: The Double-Edged Sword of Personalisation in Human-Robot Interaction

While personalisation is becoming a defining capability in human-robot interaction (HRI), the existing literature on responsible personalisation remains fragmented, offering isolated accounts of ethical risks without a structured understanding of how they emerge across interaction contexts. This gap is particularly critical in HRI, where robots' embodiment and social presence can amplify and reshape such risks or generate new types of risks. We present a lifecycle-based and context-sensitive framework for personalised HRI, grounded in an embodiment-aware perspective. The framework combines stages of the personalisation process with interaction characteristics (short-term vs. long-term, open-domain vs. closed-domain), enabling systematic analysis of how risks arise and evolve. Building on this, we conduct an integrative analysis of key ethical risks, including autonomy erosion, biased user modelling, manipulation, dehumanisation, and privacy violations, and examine how they manifest across contexts. We translate these insights into actionable design recommendations and outline open research challenges. By structuring both the design space and risk landscape of personalised HRI, this work provides a foundation for more systematic, transparent, and ethically grounded approaches to personalised robot behaviour.

cs.RO↗

arXiv2023

Does Difficulty even Matter? Investigating Difficulty Adjustment and Practice Behavior in an Open-Ended Learning Task

Difficulty adjustment in practice exercises has been shown to be beneficial for learning. However, previous research has mostly investigated close-ended tasks, which do not offer the students multiple ways to reach a valid solution. Contrary to this, in order to learn in an open-ended learning task, students need to effectively explore the solution space as there are multiple ways to reach a solution. For this reason, the effects of difficulty adjustment could be different for open-ended tasks. To investigate this, as our first contribution, we compare different methods of difficulty adjustment in a user study conducted with 86 participants. Furthermore, as the practice behavior of the students is expected to influence how well the students learn, we additionally look at their practice behavior as a post-hoc analysis. Therefore, as a second contribution, we identify different types of practice behavior and how they link to students' learning outcomes and subjective evaluation measures as well as explore the influence the difficulty adjustment methods have on the practice behaviors. Our results suggest the usefulness of taking into account the practice behavior in addition to only using the practice performance to inform adaptive intervention and difficulty adjustment methods.

cs.HC↗