In the Netherlands, there is a shortage of primary school teachers, due to this shortage, teachers often do not have a lot of one-on-one time with the students. A social robot could be the solution to creating more one-on-“one” time with the students. In addition to relieving some workload for the teachers, a social robot could assist in gaining insight into personal values. Gaining insight into personal values can contribute to the learning experience by increasing motivation. The value awareness of the children is the learning objective as value awareness is thought to increase the child’s competence and motivation. One of the options to gain insight into contextual values is Socratic Questioning. These questions are created to further the learning experience and are expected to increase value awareness. This thesis investigates how a social robot can assist children in attaining learning goals, reflecting on these goals, and exploring the decisions and values underlying their learning experiences related to neurodiversity. The effectiveness of the robot in achieving learning objectives, encouraging reflection on decisions and gaining insight into personal moral values is shown. To gain insight into personal values, two methods of Socratic Questioning have been compared; Clarification and Implications & Consequences. The participating children of this thesis play an educational game where moral dilemmas are presented. A social robot assists in the game and asks the Socratic Questions. The explanation to the Clarification has proven to be the most effective method out of the two to gain insight into moral values. Moreover, the interaction effect between question type and time shows that the impact of the question type on insight into values varies with the time a question is asked. Qualitative observations show the participants’ anticipation of the robot’s questions and show instances where responses are different from the self-reported value importance. Overall, this research sheds light on the potential of Socratic Questioning and its uses for understanding individual values, calling for further exploration in this area.

Currently, there is not a clear and well-defined metric available that can be used to measure safety and in turn justify resource allocation within the police Department. This metric will help decision-makers understand the situation better prior to taking major decisions. The large amount of data available to the police is not yet used to its full potential when making these critical decisions. This project aims to translate and quantify the qualitative concept of safety by relying on measurable values found in the Netherlands. The creation of this metric will successfully allow the police to compare, over time, how police resource allocation and intervention tactics lead to a safer society in the Netherlands. The proposed final equation is put together, combining Crime-Harm Index, Utility, and Effectiveness factor of the police. Each of these individual components of the equation were studied individually and the final equation has been explained and validated with hypothetical values. This leads to a composite safety factor, which is bounded from 0 to 1. The safety factor can be
later visualised, essentially displaying a hot-spot map that updates frequently. This will help the police in determining the effectiveness of their decisions and measure the impact of their interventions to a certain extent. Moving forward, we believe the Dutch National Police should take such a form of measurement into serious consideration, as this equation explores a more holistic representation of safety in Dutch society through various factors