SearcharxivSearch

arXiv subjects

Samantha Shorey

Publications and source records attributed to Samantha Shorey.

2 recordsLinked to original sources

Why Automate This? Exploring Correlations Between Desire for Robotic Automation, Invested Time and Well-Being

Understanding the motivations underlying the human inclination to automate tasks is vital for developing robots that fit seamlessly into daily life. Accordingly, we ask: are individuals more inclined to automate activities based on the time they consume or the feelings experienced while performing them? This study explores these preferences and whether they vary across social groups, specifically gender category and income level. Leveraging data from the BEHAVIOR-1K dataset, the American Time-Use Survey, and the American Time-Use Survey Well-Being Module, we investigate the relationship between the desire for robot automation, time spent, and associated feelings: Happiness, Meaningfulness, Sadness, Painfulness, Stressfulness, or Tiredness. Our key findings show that, despite common assumptions, time spent on activities does not strongly predict automation preferences; instead, happiness and pain are the strongest indicators. We also identify differences by gender and economic level: Women prefer to automate stressful activities, whereas men prefer to automate those that make them unhappy; mid-income individuals prioritize automating less enjoyable and meaningful activities, while low and high-income show no significant correlations. We hope our research helps motivate the design of robots that align with user priorities, moving domestic robotics toward more socially relevant solutions. All data and an interactive tool are publicly available at https://robin-lab.cs.utexas.edu/why-automate-this/.

cs.HC

From Hanging Out to Figuring It Out: Socializing Online as a Pathway to Computational Thinking

Although socializing is a powerful driver of youth engagement online, platforms struggle to leverage engagement to promote learning. We seek to understand this dynamic using a multi-stage analysis of over 14,000 comments on Scratch, an online platform designed to support learning about programming. First, we inductively develop the concept of "participatory debugging" -- a practice through which users learn through collaborative technical troubleshooting. Second, we use a content analysis to establish how common the practice is on Scratch. Third, we conduct a qualitative analysis of user activity over time and identify three factors that serve as social antecedents of participatory debugging: (1) sustained community, (2) identifiable problems, and (3) what we call "topic porousness" to describe conversations that are able to span multiple topics. We integrate these findings in a theoretical framework that highlights a productive tension between the desire to promote learning and the interest-driven sub-communities that drive user engagement in many new media environments.

cs.CY