CURRENT EMPATHIC-COMFORT ROBOTS: Track 1 [Replicants/Androids]

While not comprehensive, the catalog does include most of the currently-available robots.  Each track is organized in reverse chronological order (oldest first).  The catalog has been separated into three tracks of development which mirrors the direction different companies have chosen, and each track is a separate post.  Track 1 [replicants-androids] are those robots which were explicitly designed to be humanoid.  Track 2 is emotive comfort robots, broken down further into humanoid forms, robotic forms, zoomorphic forms, and finally the pet surrogates.  Track 3 [APPs] are the software-based para-social APPs.

It is of interest that there is a fair amount of conformity/improvement rather than pure innovation in much of this work, especially in regards to post-2006 Japanese empathic/comfort bots (such as the current Omnibot series by Takara Tomy and Pets by Sega).  This probably reflects a combination of minimizing development costs, lowering risk and the enormous amount of uncertainty as to actual market interest and consumption. All of these are new. As an example, there is no real way to predict how popular Hasbro’s Joy For All cat will be, what market demographics will be the main consumers and what functions will the cat serve.  Almost all of these devices require WiFi, often Bluetooth, have complicated setups for 1st time users, and have very limited true interactive capabilities. They may be useful, or they may just turn out to be the new Kendama of two years ago or the Fidgit Spinner of last year.

It is worthy of note that some of the most innovative bots came as a result of a government initiative.  The central Japanese government’s METI Ministry covered a significant proportion of the costs for the Yumel-Nerul, Paro and Pepper projects.

A logical move recently has been to cloud-based interaction, as this removes a major issue, that of limited on-board memory and updating the software. The Hanson Professor Einstein is a good example of cloud-based APP systems, though it is also an example of the complicated setup issues (look for reviews on Amazon).

 

Track 1: “Replicant/Android” Humanoid Robots

1-1:  Ishiguro Hiroshi’s Intelligent Robots Laboratory at Osaka University humanoid robots (Erica, Demoroid HI-1) http://eng.irl.sys.es.osaka-u.ac.jp

erica-osaka-u

1-2:  Softbank Robotics Pepper (7,000+ in use)

pepper-softbank

1-3:  Softbank Robotics Romeo (2019)[ https://www.ald.softbankrobotics.com/en/robots]

romeo-softbank

1-4: Lovott Groove X (2019)[ http://www.groove-x.com] Still in initial conceptual product design stage.  Japanese VC startup, founder developed Pepper for Softbank/NTT.

1-5a:  Sophia (2017) from Hanson Robotics [http://www.hansonrobotics.com].  Recently in the headlines as in late 2107 ‘she’ was given Saudi citizenship by the government of the Kingdom of Saudi Arabia.  Hanson has also developed Professor Einstein tutorial bot.

1-5b:  Professor Einstein Tutorial Robot with Stein-o-Matic tutorial APP.

20171224_130844

EMPATHIC AND EMOTIONAL SUPPORT ROBOTS: A CATALOG

PRECURSORS TO EMOTIONAL SUPPORT ROBOTS:  INTERACTIVE PETS/BOTS

The current population of emotional devices grow out of several trends within the toy industry.  The oldest would be the stuffed teddy bears of the early 20th century, and the various forms of dolls which go back millenia.  These were all passive and dependent on the imagination of the user.  The second trend would be the fascination In Europe and east Asia with automatons.  These two trends still drive much of the development of robots and emotional devices, with one goal the mimicing of human behavior (such as Hanson’s Sophia), the other goal that of tactile emotional support (Osaka’s Hugvie).  Some current examples of popular interactive pets and humanoids can be seen below.  Descriptions are direct quotes from the respective websites.

Little Live Pets [http://www.littlelivepets.com/], a division of Moose Games.  They have a series of interactive pets, with ‘up to 100 different combinations of movements and sounds’, including puppies, kittens, a blue dragon, caged birds etc.

YTube= https://youtu.be/8VzuKW9aMiY?t=2

little-live-pet

Hasbro FurReal Pets [https://furreal.hasbro.com/en-us].  A large collection of kittens, puppies etc. with very variable capabilities, some with “up to 100 different combinations of movements and sounds.’  Very similar in capabilities to the Hasbro Joy For All bots.

YTube= https://youtu.be/HkNn-ZM5cY0?t=2

furreal-hasbro

Hasbro Furby Friend [https://furby.hasbro.com/en-us ]:  Get ready to discover a world of surprises with this Furby Connect friend and the Furby Connect World app (see app details below). This Furby Connect friend has a light-up antenna that glows when there’s something new to discover in the app — including music and videos! This Furby Connect friend has lots to say! Even when Furby speaks in Furbish, it’s not hard to figure out what Furby means. This Furby Connect friend has colorful eyes that display more than 150 animations to help express what Furby wants. Interact with a Furby Connect friend by petting, tickling, or shaking Furby, turning Furby upside down, or even moving its antenna like a joystick — then see how Furby reacts! When this Furby Connect friend syncs with the Furby Connect World app, there are more physical and digital ways to interact and more surprises to discover. Does Furby need some beauty sleep? This Furby Connect friend comes with a sleep mask. Just put the sleep mask on, and it’s good night Furby! To wake Furby up, remove the sleep mask — Furby will be bright-eyed and bushy-tailed for more fun! Get the Furby Connect World app to explore a world of surprises with a Furby Connect friend. Watch videos together, feed Furby with the app, and raise virtual Furblings in the app. The Furby Connect friend gets updates and new content by connecting to the app!

YTube= https://youtu.be/chim0JtiqWM?t=3

furby-hasbro

Teddy Ruxpin (1986/2017 revision): [https://www.wickedcooltoys.com/products/teddy-ruxpin/].  Everyone’s favorite storytelling bear is back–smart, innovative, cuddly, and more magical than ever.  Parents and grandparents will remember Teddy Ruxpin from the 1980s…this is the classic story-telling bear is updated with modern technology…  Named one of the top 100 toys of all time by Time magazine… Re-imagined for today’s kids, this contemporary version of the iconic toy recreates the magic of the original with animatronic features and a free app that enables children to follow along with the narratives.

Plus, Teddy connects to a smartphone of tablet via Bluetooth.  He tells original tales with life-like animation using over 40 colorful LCD eye expressions and an animatronic mouth that moves in synchronization with the audio.  A touch of his paws allows kids to easily select a story and play or pause it…

Teddy Ruxpin features:  Three original stories already unlocked with purchase, seven additional stories available to purchase in the free Teddy Ruxpin app, color LCD eyes with over 40 animations!  A motorized mouth that syncs to Teddy’s speech; touch sensors allow kids to control the story & songs; two Modes of Play: with or without the free app!; travel with Teddy anytime, anywhere! Wifi not required.

YTube (1986 version)= https://youtu.be/8EshrR-xk2E?t=2

YTube (2017 version)= https://youtu.be/QbC_Cz2BY0E?t=2

teddy-ruxpin

LuvaBella Baby Doll [http://www.myluvabella.com/ ]:  Discover so many real baby surprises with Luvabella! From the moment she opens her eyes and giggles, Luvabella will amaze you with her true-to-life facial expressions and personality! She moves, talks and plays just like a real baby. Through touch and play she affectionately responds to your love! Cover her eyes for a game of peek-a-boo, tickle her tummy and toes to make her giggle, or place a hand on her chest to gently listen to her heartbeat. You can even hold her feet to hear her say “mama” and begin to babble! The more you play with her, the more she’ll talk! Her babble will transform into over 100 clear words and phrases! Caring for Luvabella is fun with her four interactive accessories! Use her spoon to feed her and she’ll chew with delight! If she’s not full, she may ask you for more! After her meal, help Luvabella learn new animal names and sounds with her Lamby toy! If she gets fussy, all she needs is her soother. When it’s time to go to bed after a big day of play, lull her to sleep with her bottle. Get to know all of Luvabella’s real baby surprises!

YTube= https://youtu.be/8CJH5IYD5hY?t=3

luvabella-doll

EMPATHIC TUTORIAL ROBOTS

This is the last of my current projects and hopefully provides an illustration of how new research directions build off of existing research, with new questions and new goals.

The intent of this project is to develop Empathic Tutorial Bots for Student Populations.

In going over earlier posts you probably have noted the issue of dependency/addiction in relationship to the digital, whether it be Korean gaming addiction, social media addiction, Second Life/virtual world dependency-escapism, etc.  All have a common theme with the passive place of the user and the manipulation by various external forces.

However both Miller’s group (the Why We Post project) and our work indicate that we have to start looking at the user as an active rather than passive agent.  When you make this conceptual shift, you also end up looking at issues of dependency differently.  Ironically, seeing users as active agents suggests that ‘removing’ a dependency can be more of a struggle than with the passive agent model.  With the active agent model you have to provide a viable alternative to the behavior they want to control.  This means that if you want to get someone to shop checking their Instagram or WhatsApp account every 30 seconds, you have to come up with something more interesting, more attractive, or more emotionally rewarding.

Research on dependency-addiction in various forms has consistently shown that emotional engagement is critical to long-term success.  The user has to care about “X” enough that they are willing to modify their behavior.  This is the basis of Alcoholics Anonymous groups, support groups, support networks, etc.—all use the process of building emotional engagement with others to encourage the behavior you want to modify.  Once this happens, getting (and keeping) the group’s approval for ‘good behavior’ becomes a major motivator for behavioral change.

Effective learning also involves a strong social-emotional component.  The more emotionally engaged, the more effort is put into the learning process.  This is why one-on-one tutoring and small group training is usually more effective than large class instruction.  But traditionally issues of time, cost, and availability all work against the application of this technique on a large scale.

The Bot/AI field has seen a number of different designs intended to address these issues, but Hanson Robotic’s Professor Einstein Tutorial Bot (https://professoreinstein.com/) is arguably the first successful iteration.  By combining the Bot/Tutor (verbal) with the App [Stein-o-Matic](tutoring materials) they have built an automated tutorial Bot.  By virtue of its appearance, movements and voice it is intended to build an emotional relationship with the user/student.  The intent is that the more the student emotionally engages with the Bot, the more they will pay attention to the tutoring process, the more effort they will put into working through the tutorials, and the more they will retain the material.

Providing emotionally engaging, individualized, on-demand tutoring and behavioral coaching is the goal of our project.  We are developing a Tutorial Bot which by virtue of appearance, movement and sound will encourage the user to build an emotional relationship with the Bot.  The Bot is intended to be held and thus through physical contact build stronger emotional bonds with the user.

In our version the Bot acts both as a Learning Tutor and also as a “Life Coach”.  The “Life Coach” function is driven by physiological monitoring to record and track stress levels.  One of the main goals of the monitoring is to assist in the mitigation of negative behaviors related to stress and social media dependency.  At the holographic level, Gatebox’s ‘Maid’ AI system (https://gatebox.ai/) apparently has some of the same goals.

The Empathic Bot is intended to provide educational and behavioral support to university students to both assist their educational success and reinforce positive behaviors to support their emotional health.

CREATIVE THINKING

HAVING A COMPETITIVE ADVANTAGE IN AN AI WORLD

THE CREATIVE THINKING-CRITICAL THINKING CONUNDRUM:

  • Critical Thinking is usually defined as a logical, sequential approach to analyzing something
  • In 2020, with programs such as Deep Mind, Formal Critical Thinking can be coded, and applied by an AI.  Examples include Facebook’s new ‘quality control’ bots [patrolling the site to evaluate and remove fake news, spam, etc.]
  • Creative Thinking can be defined as looking at things-situations from a different perspective
  • Creative Thinking emphasized intuition and leaps between apparently unrelated items.  For the near future, Creative Thinking is not feasible to code, so is AI proof.

 

CREATIVE THINKING PROCESS:

FIRST, you need to create a comfort zone with minimal distractions [use what you are most comfortable with], THEN:

Do a Meditation session to remove you from immediate distractions, THEN:

Place an object in your view, examine it in detail, THEN:

Develop a story-scenario involving that object

Take approximately 5 minutes to build the story-scenario

Go into as much detail and make it as complete as possible

CREATIVE THINKING EXERCISE 1:

1) Go to YouTube and load up https://youtu.be/sAUpfYsrSb4?t=2 [Professor Einstein] but don’t watch it yet.

2) Get comfortable and go into meditation mode, meditate for 1 minute or so

3) now run the YouTube ‘Professor Einstein’ video

4) Take 2-3 minutes and build a story-scenario involving the Professor Einstein robot—it can be anything you come up with

4a) Make it as detailed as possible

  • Just as a note, if interested you can see one of the Einstein’s in my office

FREQUENCY–HOW OFTEN?

Creative Thinking requires exercise and practice.  You want to get to the point that you can trigger it on demand.  You want to make it intentional.

Do this exercise above several times a day.

Practice by observing people and situations around you and building them into scenarios in your mind.

Note—Being stuck in a queue is a great place to practice this technique.

 

 

COPING WITH STRESS: SUGGESTIONS BASED on STANDARD PRACTICES

[see WebMD] for a typical overview.

WARNING LABEL:

NONE OF THESE TECHNIQUES WORK AS A ONE-OFF:

IF YOU HAVE STRESS, YOU DON’T FIX IT, YOU LEARN HOW TO DEAL WITH IT

REMEMBER THAT IF YOU DEAL WITH ONE STRESS FACTOR, YOU MIGHT FIND THAT OTHERS APPEAR TO REPLACE IT—BUT DON’T FORGET YOU’VE DEALT WITH ONE, WHICH MEANS YOU CAN DEAL WITH THE OTHERS

YOU MAY ALSO FIND THAT A PARTICULAR TECHNIQUE ONLY SEEMS TO WORK FOR A WHILE—BUT BEFORE YOU DROP IT, DO SOME INTROSPECTION AND ASK YOURSELF:

IS THIS ACTUALLY NOT WORKING, OR AM I JUST TIRED OF DOING IT?

DO I HAVE ALTERNATIVE TECHNIQUES THAT I’M COMFORTABLE WILL WORK?

REPLACEMENT IS DIFFERENT THAN JUST DROPPING SOMETHING OR QUITTING

DO NOT DO THE FOLLOWING:

YOU WILL FREQUENTLY FIND THE MOST EFFECTIVE TECHNIQUE IS SIMPLY TO STOP NEGATIVE REINFORCEMENT SUCH AS THE FOLLOWING:

#1 DON’T EAT TOO MUCH, OR DRINK TOO MANY HIGH-CAFFEINE DRINKS [think Monster/Starbucks]: Even worse, combine the two.  Both affect your ability to concentrate, caffeine directly drives up anxiety/stress levels.  Very “good” if you WANT to add to your depression levels for a bunch of reasons.

#2 PUSHING TO STAY AWAKE ON LATE NIGHTERS AND ‘GET STUFF DONE’: Especially when combined with #1, your product output will generally be poor and you’ve almost always shot the next day, unless you go back to #1.

#3 ALCOHOL-DRUGS AS ESCAPE: If you’re drinking to escape, it doesn’t work.  You’re actually adding to your self-esteem and guilt issues, and the down time will be a wash just like #2.

#4 SNAPPING AT FAMILY, FRIENDS, PETS: Good for increasing your anxiety levels—you’re not actually ‘releasing your anger’ but adding to it, especially if they react to your outburst, and you get to add to your guilt level for free.  Note how this frequently leads back to #1 and/or #3.

#5 BREAKING STUFF, GOING AGGRO: Not only are you likely to get push-back from someone is you go off on them or break stuff—which can add spectacularly to your stress—but also increase your anxiety and guilt levels.  As with #4, this frequently leads back to #1 and/or #3.

#6 SELF-CRITICISM: BEING STRESSED DOESN’T MAKE YOU A FAILURE, OR WEAK:  We’ve covered this before—our world in 2020 is built around social media that use stress to manipulate your behavior.  The last thing Facebook, Snapchat or Instagram wants is for you to be happy and content with yourself.  The more insecure, the more stressed you get, the more you go to social media, the more money they make.  And they are very good at it.  Falling victim to this is not failure—it just means you’re normal.  Harsh self-criticism serves no function except to generate more stress and guilt.

NOTE HOW ALL OF THESE WORK IN FEEDBACK CYCLES: This also means the reducing just one will have impacts in other areas that you hadn’t thought of.

 

 

TRY THE FOLLOWING:

NONE OF THESE WORK IF YOU’RE ON YOUR PHONE, CHECKING TEXT. REMEMBER WHAT I SAID BEFORE—SOCIAL MEDIA AND YOUR PHONE ARE VAMPIRES—THEY NEED YOU NEEDY AND STRESSED. DON’T GIVE THEM THE SATISFACTION.

Some of these are covered in the Learning Modules, but now go through and try various meditative techniques yourself. See which works the best for you. Remember that means not only which is most effective, but which you’re willing to keep up and turn into a permanent habit.

#1 MEDITATION, FORMAL EXERCISE AND DEEP BREATHING: By now these should be self-evident.  But remember to experiment and find out which set works the best (least effort) for you—sound, visual, audial, Qi Kong, Tai Chi…  And PRACTICE IT UNTIL YOU CAN KICK INTO IT WITHOUT HESITATION.  YOU HAVE TO TURN MEDITATION AND EXERCISE INTO A HABIT.

#2 GETTING OUTDOORS AND/OR EXERCISING: Especially here in Hawaii, walking is easy to do most of the year.  For a change: try walking in the rain; walking somewhere different; scheduling walks same time-same day so again it becomes a habit.  Set the phone to vibrate, and DON’T CHECK IT WHILE WALKING.  Pay attention to your surroundings-look at each house, each yard as you walk by.

#3 LET SOME EMOTIONAL ENERGY ESCAPE: Go to YouTube and watch something else to make you laugh; watch a Korean soap opera to make you cry.

#4 TALK STUFF THROUGH WITH A CLOSE FRIEND OR SIGNIFICANT OTHER: Not only will talking about it help, but frequently they will have very different insights into what’s going on, which may help you understand more about the source of your stress.  Maybe new ways of dealing with it.

#5 TALK STUFF OVER WITH YOUR PET, PET PLANT, PET ROCK, YOUR AUMAKU’A: Talking it through, even if you’re not getting an answer, will frequently give you some relief but also help you look at the situation in a different light.  Be careful doing this in public.  If you don’t have a pet, get a Hasbro Dog or Cat—that’s what they were designed for.

#6 DO SOMETHING CREATIVE—MAKE SOMETHING, BUILD SOMETHING, FIX YOUR BROKEN PADDLE AND THEN GO PADDLING AND TEST IT OUT: Doing something, completing something is really underrated as stress reduction.  Even better if you can combine with getting out and around.

#7 DO SOME TUNES: BETTER IF YOU CAN DO IT OUTSIDE–BUT LISTEN TO SOME MUSIC. Music is a very effective escape.  Use headphones if can, you want to able to lose yourself in the tunes.

#8 WHEN ALL ELSE FAILS, GET SOME HELP: IF YOU’RE NOT COMFORTABLE WITH WESTERN APPROACHES, SAY A PSYCHOLOGIST/COUNSELOR, THEN SEEK OUT SOMEONE FROM A BELIEF SYSTEM YOU ARE COMFORTABLE WITH.  For example, if you practice martial arts, approach your shifu/master.  Ask them—they can (and will) provide you with someone who can help.  Approach someone who you respect as being grounded and centered—don’t ask for their help, but instead ask them for who THEY WOULD RECOMMEND, and then try them out.  You may not find what you want or need, but by following that path or journey you will actually be dealing with your situation.  Buddhists call this walking your unique path, which is always a process of self-discovery.

Social Media Dependency Research

The current state of research on social media dependency-addiction among students

This area of study was triggered among us when several years ago we were discussing the increasing problem we were having with phone use in the classroom.  Not only was phone usage up, but we were starting to see changes in student’s reactions to ‘quit using your phone’.  In the past students were bummed but would comply.  But starting around 2015 we noticed that an ever-increasing number of students seemed to be incapable of NOT using their phones.  They were actually exhibiting emotional distress when removed from their phones, to the extent that some would actually leave class rather than quit phone usage.  It looked very similar to smoking or other addictive behaviors.

Initially we thought this was a personality-discipline issue, and unique to a small group.  But when talking it over we realized that it was actually a relatively large number of students exhibiting these behaviors and the emotional need to stay socially connected.  At this point Dr. Darren Iwamoto (Psychology) and I decided to formally study these behaviors with the goal of modifying and improving student behavior for professional success.

You have seen the results of some of our research with the Leamnson survey you took at the beginning of the semester [which has turned out be a very surprising data set], and the summary of findings that have been embedded in the social media portion of the AN 341 [Digital Realities, Virtual Worlds] course.  Social media addiction is a rapidly-growing field of research and of public concern—looking at the social, behavioral and physiological impacts of social media use.  It has become a standard topic in the media, though actually field studies are very limited.

Probably the most complex study done to date is that of Miller et al “Why We Post” project, both in numbers and in scope.  Many of our findings replicate theirs, though we have a very different agenda and focus—that of Chaminade undergraduate students.

The most recent Pew study supports the dominant nature of social media in our lives (March 1, 2018: http://www.pewinternet.org/2018/03/01/social-media-use-in-2018/).  The majority of Americans now use Facebook, most of them on a daily basis.  The typical American uses 3 of the 8 major social media platforms, many multiple times daily, and on multiple platforms.

There are clear correlations with social media use and the decrease in close emotional relationships from roughly 2 close friends 20 years ago to 1 today.  Siloing–hanging out with those who reflect your very specific set of attitudes and values, to the exclusion of others, is normative.  Concern about image—the manipulation of images prior to posting, the emotional reactions to negative posts and/or defriending, are also normative.  In our student population the rates of clinically defined depression is staggeringly high, around 20%, and yet this is actually somewhat lower than comparable mainland studies which suggest 25% is the normative range.

While there is wide-spread agreement on the social and emotional costs of social media addiction/dependency (there is not much agreement on which it should be labeled as), there is no agreement on how we deal with it.  Most approaches are either naïve—‘just quit using your phone, go cold turkey’; or have limited persistence (such as not allowing phones in the workplace).

At some point users have to take control both of their behavior and of their world.  This is the goal of our Learning Modules which we have been developing, the most recent being the Creative Thinking module just distributed to our classes.

All this research is ongoing, and the playing field changes by the day—for instance the rapid growth of WhatsApp among certain groups [a very interesting finding in the Why We Post study]; shifting gender-age patterns in app usage; and the lack of development of social norms on both acceptable phone use and acceptable social media behavior.  So much of the material presented this year will change by next year, and we are constantly designing new and hopefully more effective Learning Modules to help students deal with all these issues.

Why Ikigai?

Much of the material we have covered in our projects intersect in unexpected ways.  But one main reason for this has to do with a major false underlying assumption relating to the digital-the passive and active players.  The majority of the material dealing with digital impacts are based on naïve assumptions that the developer/owner as the active agent, while the user is the vulnerable, clueless and passive agent.  This logic can be seen in ongoing discussion with Cambridge Analytica and Facebook where only CA and Zuckerberg are active agents, and the abused users are passive.  Yet if you look at the follow-on, a fascinating subtext emerged when the huge majority of the users went ‘whatevers’ and just went back to checking their likes and posts.  As Miller and his group have noted: look at http://www.ucl.ac.uk/why-we-post.  The digital is defined by the users—a phenomenon we have seen dramatically in Second Life’s history.

But if the user is actually the key player then one key question has to be: Why are they so heavily engaged in the digital given all the problematic impacts of that engagement (emotional, social, psychological, physical)?

This is the driver for the Ikigai analysis—looking at existing motivators and potential motivators (or change agents).  Who we see ourselves as and how we see that relationship with everything around us, is central to understanding how and why we make the decisions we do.  Why we get drawn into a catfishing episode, why we take on a digital avatar in a virtual world, why we use an app to modify our ‘casual’ appearance before we post…

But it also helps us to understand why it is so difficult to modify our behavior, and maybe with digital, learn how to disengage (at least temporarily).

Ikigai and Otaku: Self-Identity and Self-Motivation Research Path 2

About 20 years ago I began looking at change in Japanese society.  In the post-80’s in Japan there was a huge amount of discussion about the ‘collapse of Japanese values’, lack of work ethic in the young, widespread cynicism about the Japanese work ethic.  All of this was quite interesting given the hyper-coherent structure of Japanese society, where there is tremendous uniformity of attitudes and values.  So in contemporary Japanese society change is a very interesting topic to be looking at.

A term which frequently arose was that of ikigai, an internalized sense of self, reason for being or one’s reason for functioning every day—“what makes life worth living?”  Within the change discussion was both that younger generations had ‘lost’ their ikigai, but there was also the counter, that the younger generation actually had a stronger grasp of ikigai, but in forms that were foreign to their elders.

Mathew’s very good work (1996) on ikigai was key to making sense of this concept.  Frequently spun into this discussion was the role of otaku as examples of the changes.  Galbraith has done a number of works on this topic, Otaku Spaces (2012) being a good example.  Otaku is a term which is usually defined as someone who’s identity is based on a specific interest or hobby.  But a more sophisticated distinction is that otaku are individuals who are mainly engaged in the 2-dimensional (visual or digital) reality in contrast to the 3-dimensional (i.e., ‘normal’) reality.

When you combine the concept of self-identity along with this very flexible perception of 2-D/3-D reality, and all this discussion was taking place in the early 2000’s, it became clear that what was seen as a culture-specific (Japanese) phenomena actually had value for understanding behavior in much of the digital world.

This continuum of reality can be best illustrated in the Hatsune Miku phenomenon we saw at the beginning of the semester.  One of the top pop stars in Japan is a digital hologram stage entertainer, singing songs with a synthesized voice, built in large part by software; but in a real concert, on a real stage with a real live backup band, all in front of thousands of real fans [https://youtu.be/KNrdGx69pCo?t=3].  A perfect illustration of the complexity of defining reality in 2020–a continuum.

The second path is looking at how we place ourselves in our world view (part of ikigai) and how we engage with the various forms of digital reality.  For many today, it could be said that that they are otaku with social media; that our world revolves around the 2-D digital constructs that engage and motivate us.  This can be at the cost of fully engaging in the 3-D world.  This helps to explain the results of our study (the extremely high rates of depression in current 18-25 year olds) and also the responses that we get in our perceptual studies (which show high levels of concern about the controlling nature of social media).

A possible process by which to engage users to re-structure their relationship with both the 2-D and 3-D is to train people to more clearly define their sense of self (ikigai) in the context of a digital reality.  Sensitizing people to their relationship and dependency on digital reality, but at the same time helping them to structure a more balanced and robust sense of “what makes life worth living” is the goal of our second path of research.

This is the basis of much of the Learning Modules material that we had this semester; attempts we are making to sensitize and modify behaviors in students.  But notice how it also goes back to some of the discussion about residents in Second Life—their level of emotional and investment with a 2-D virtual world.  There appear to be a number of parallels with how we engage with the digital regardless of the platform or content.

Miller’s Why We Post project

First thoughts-a great website, fantastic project.  But I think a real key point he makes is that users define how social media is used, not the developers.  This is an eerie echo of Second Life, which upon starting up (2003) had exactly the same thing happen–the users quickly defined what the platform would become, which was very different from what the developers had intended.  Again it appears that in many ways SL was a precursor to the social media phenom, at least from behavioral POV.

Great data from Miller’s group, and I think we can reference their key findings as social impacts for our project.

Emotional Support Bot Design 1

From my sister’s data, it’s becoming clear that the Hasbro Cat is very effective at eliciting an emotional response from people.  A key point of interest is why is it effective–our quick and dirty beta test here is that the Dog is not near as effective, in fact is negatively(?) effective.  The Cat in the office gets fairly constant interaction even when not turned on–the Dog has by request been turned off most of the time, as it is very irritating in a social environment.

D. thinks that a key ‘trick’ is the demanding of attention–a 2018 version of tamagotchi, and that the effort leads to valuation.  Oddly, the Dog is more demanding, but with voice rather than movement/purring.  This doesn’t work.  Bob thinks (and I suspect he’s right) that the 2 units were developed by different teams w/in Hasbro, especially since the Cat posture/movement were not copied in the Dog, which is missing most movement.  So it appears that the emotional link is based on perceived need–“IT” needs you, but there is a fine line between bonding and irritation.

We have also just realized our ‘ikigai‘ model has suddenly become a hot topic in self-help/self-improvement groups, witness all the new books coming out with ‘ikigai’ at key, new blogposts on the topic, etc.  Having said that, as far as we can tell, all miss a major component of Mathews 1996 work, which was that most Japanese don’t even know what their ikigai is, nor is there any real general agreement on how one gets there.  His work is very clear that ikigai is not self-improvement, “making yourself all that you can be” or such–it is an internal need to have a central, persistent purpose to existence.  This within the Asian context of good/bad being in balance, and without the idea of self-improvement, but rather within the idea of following a path (unique to each individual).