2025/03/11 by Alva Markelius, Markelius, Alva, Julie James Bailey +5
Computer Science · Health Professions · Psychology · #AI in Service Interactions #Artificial Intelligence (cs.AI) #Assistive Technology in Communication and Mobility #Computers and Society (cs.CY) #FOS: Computer and information sciences #Human-Computer Interaction (cs.HC) #Robotics (cs.RO) #Social Robot Interaction and HRI
paper · pdf · doi:10.48550/arxiv.2503.16499
openalex publication_date 2025/03/11 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
This paper presents an iterative, participatory, empirical study that examines the potential of using artificial intelligence, such as social robots and large language models, to support mediation and advocacy for students with disabilities in higher education. Drawing on qualitative data from interviews and focus groups conducted with various stakeholders, including disabled students, disabled student representatives, and disability practitioners at the University of Cambridge, this study reports findings relating to understanding the problem space, ideating robotic support and participatory co-design of advocacy support robots. The findings highlight the potential of these technologies in providing signposting and acting as a sounding board or study companion, while also addressing limitations in empathic understanding, trust, equity, and accessibility. We discuss ethical considerations, including intersectional biases, the double empathy problem, and the implications of deploying social robots in contexts shaped by structural inequalities. Finally, we offer a set of recommendations and suggestions for future research, rethinking the notion of corrective technological interventions to tools that empower and amplify self-advocacy.