In this discussion paper, I give an account for non-experts of, arguably, quantum dynamics in the brain, underlying the modeling of affective behavior of humanoid robots in the making. Outreach to the larger audience inevitably leads to abbreviations and simplifications; nonetheless, I try to offer the backgrounds of why it is important to study the virtual aspects of ‘people’ we meet online, what dimensions play a role in assessing such creatures, what humanities, psychology, communication, and computer science provide to help us understand how we become attached to non-existent others. As its capstone for the time being, an approach derived from physics is discussed for a robot to handle emotional ambiguity and vagueness of its user. Two computational models, Silicon and Quantum Coppélia, are discussed for their potential and limitations in explaining human affective behavior while dealing with mediated characters.

Prospective end-users rated aptness, creativity, and innovativeness of biomimetic examples that featured different relationships to create combinations (e.g., used for) between nature and technology. Against common theorizing, similarity was not the most profound for creativity but rather appearance, being part_of, and property_of were. Creativity explained most of the variance in the level of innovation with aptness of the design in a strong supporting role. The focus of conceptualization shifted from ‘creation as new things coming from new ideas’ to ‘innovation as new ideas leading to new things.’ Results are interpreted in the Chinese context of utility. Both in education and industry, the use of 5*5 research grids with rating scales may work as a design method to develop and select functional variants during early design.

In the mid-layers of Deep Learning systems, clustered features tend to fit multiple classifications, which are filtered out during the final stages of object recognition. However, many misclassifications remain, regarded as errors of the system. This paper claims that tagging an entity incorrectly for reasons of similarity is evidence of spontaneous machine creativeness. According to the ratings of 40 design educators and researchers, AI-generated false-class inclusions produced creative design ideas, predicting the level of innovation value. These designers were not just anybody but came from a design school in Asia with a top position on the world ranking-lists. They entered an experiment in which 20 classification mistakes were framed as early-design ideas that were either human-made or intentionally suggested by creative AI. Many examples passed the Feigenbaum variant of the Turing test with a conceptual preference to creations supposedly done by human hand.

Social robots may become an innovative means to improve the well-being of individuals. Earlier research showed that people easily self-disclose to a social robot even in cases where that was unintended by the designers. We report on an experiment of self-disclosing in a diary journal or to a social robot after negative mood induction. The off-the-shelf robot was complemented with our inhouse developed AI chatbot and could talk about ‘hot topics’ after having it trained with thousands of entries on a complaint website. We found that people who felt strong negativity after being exposed to shocking video footage benefited the most from talking to our robot rather than writing down their feelings. For people less affected by the treatment, a confidential robot chat or writing a journal page did not differ significantly. We discuss emotion theory in relation to robotics and possibilities for an application in design (the emoji-enriched ‘talking stress ball’). We also underline the importance of - otherwise disregarded - outliers in a data set that is of a therapeutic nature.

In the design of educational robots, it seems undecided whether robots should show social behaviors and look human-like or that such cues are indifferent to learning. We conducted an experiment with different designs of social robots, rehearsing the multiplication tables with primary school children in Hong Kong. Results show that affective bonding tendencies may occur but did not significantly contribute to the learning progress of these children, perhaps due to the short interaction period. Nonetheless, 5 minutes of robot tutoring improved their scores with about 30% and only for a few challenged children, performance dropped. We discuss that topics such as teaching language skills may be fostered by human likeness in appearance and behaviors but that for STEM-related subjects, the social aspects of robots hardly matter.

COVID-19 may not be a ‘youth disease’ but nevertheless impacts the life of young people dramatically, loneliness and negative mood being an unexpected additional pandemic. Many young people rely on social media for their feeling of connectedness with others. However, social media are suggested to have many negative effects on people’s anxiety. Instead of self-disclosing to others, design may develop alternatives to employ social robots for self-disclosure. In a follow-up on Duan et al. (2021), we report on a lab experiment of self-disclosing negative emotions to a social-media group as compared to writing a conventional diary journal or to talk to an AI-driven social robot after negative mood induction (i.e. viewing shocking earthquake footage). Participants benefitted the most from talking to a robot rather than from writing a journal page or sharing their feelings on social media. Self-disclosure on social media or writing a journal page did not differ significantly. In the design of interventions for mental well-being, human helpers thus far took center stage. Based on our results, we propose design alternatives for an empathic smart-home, featuring social robots and chatbots for alleviating stress and anxiety: a social-media interference chatbot, smart watch plus speaker, and a mirror for self-reflection.