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    Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10259/9009

    Título
    Working with collaborative robots and its influence on levels of working stress
    Autor
    Mariscal Saldaña, Miguel ÁngelUBU authority Orcid
    Ortiz Barcina, Sergio
    García Herrero, SusanaUBU authority Orcid
    López Perea, Eva MaríaUBU authority Orcid
    Publicado en
    International Journal of Computer Integrated Manufacturing. 2023, p. 1-20
    Editorial
    Taylor & Francis Group
    Fecha de publicación
    2023-09
    ISSN
    0951-192X
    DOI
    10.1080/0951192X.2023.2263428
    Abstract
    The use and the rapid growth of the cobot in industry are changing working conditions. New jobs can imply new advantages and inconveniences, which call for new occupational risk assessments. The aim here is to assess occupational risks in terms of mental stress, so as to determine whether a worker experiences greater stress when working in collaboration with a cobot rather than with another person while performing the same production-line process. The study involved a total of 32 volunteers of various ages, with no previous experience of cobots. An eye-tracker system that records a range of biometric data was used to quantify stress. Pupil diameter was mainly used in this investigation, as well as the number of gaze fixations by zones. The data registered were analyzed using the T-test method, with which data on two groups can be compared to test for significant differences. In addition, other secondary parameters were also analyzed, such as the time required to complete each test, and the number of errors that were committed. Among the most important conclusions, it was noted that working with cobots in no way increased stress levels, confirming one of the objectives for which these robots were designed.
    Palabras clave
    Human-robot collaboration
    Cobot
    Industry 4.0
    Occupational stress
    Safety
    Materia
    Gestión de empresas
    Industrial management
    Tecnología
    Technology
    Educación
    Education
    URI
    http://hdl.handle.net/10259/9009
    Versión del editor
    https://doi.org/10.1080/0951192X.2023.2263428
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    Documento(s) sujeto(s) a una licencia Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 Internacional
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