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What Makes a Job Dull, Dirty, or Dangerous?

18 May 2026 at 13:00


For years, the field of robotics has used the terms “dull, dirty, and dangerous” (DDD) to describe the types of tasks or jobs where robots might be useful—by doing work that’s undesirable for people. A classic example of a DDD job is one of “repetitive physical labor on a steaming hot factory floor involving heavy machinery that threatens life and limb.”

But determining which human activities fit into these categories is not as straightforward as it seems. What exactly is a “dull” task, and who makes that assumption? Is “dirty” work just about needing to wash your hands afterwards, or is there also an aspect of social stigma? What data can we rely on to classify jobs as “dangerous?” Our recent work (which was not dull at all) tackles these questions and proposes a framework to help roboticists understand the job context for our technology.

First, we did an empirical analysis of robotics publications between 1980 and 2024 that mention DDD and found that only 2.7 percent define DDD and only 8.7 percent provide examples of tasks or jobs. The definitions vary, and many of the examples aren’t particularly specific (for example, “industrial manufacturing,” “home care”). Next, we reviewed the social science literature in anthropology, economics, political science, psychology, and sociology to develop better definitions for “dull,” “dirty,” and “dangerous” work. Again, while it might seem intuitive which tasks to put into these buckets, it turns out that there are some underlying social, economic, and cultural factors that matter.

Dangerous Work: Occupations or tasks that result in injury or risk of harm

It’s possible to measure the danger of a task or job by using reported information. There are administrative records and surveys that provide numbers on occupational injury rates and hazardous risk factors. While that seems straightforward, it’s important to understand how this data was collected, reported, and verified.

First, occupational injuries tend to be underreported, with some studies estimating up to 70 percent of cases missing in administrative databases. Second, injuries and risk factors are rarely disaggregated by characteristics like gender, migration status, formal/informal employment, and work activities. For example, because most personal protective equipment—such as masks, vests, and gloves—are sized for men, women in dangerous work environments face increased safety risks.

These caveats are an opportunity for robotics to be helpful. If we went out and looked for it, we could probably find some less obviously dangerous work where robotics might be an important intervention, not to mention some groups that are disproportionately affected and would benefit from more workplace safety.

Dirty Work: Occupations or tasks that are physically, socially, or morally tainted

Colloquially, most people might think of dirty work as involving physical dirtiness, such as trash removal, cleaning, or dealing with hazardous substances. But social science literature makes clear that dirty work is also about stigma. Socially tainted jobs are often servile or involve interacting with stigmatized groups (for example, correctional officers), and morally tainted jobs include tasks that people commonly perceive as sinful, deceptive, or otherwise defying norms of civility (like a stripper or a collection agent).

“Dirty work” is a social construct that can vary across time (like tattoo industry stigma in the United States) and culture (such as nursing in the U.S. versus in Bangladesh). One way to measure whether work is “dirty” is by using the closely related concept of occupational prestige, captured through quantitative surveys where people rank jobs. Another way to measure it is through qualitative data, like ethnographies and interviews. Similar to “dangerous,” we see some hidden opportunities for robotics in “dirty” work. But one of our more interesting takeaways from the data is that a lower-ranked job can be something that the workers themselves enjoy or find immense pride and meaning in. If we care about what tasks are truly undesirable, understanding this worker perspective is important.

Dull Work: Occupations or tasks that are repetitive and lacking in autonomy

When it comes to defining dull work, what matters most is workers’ own experiences. Outsiders can make a lot of false assumptions about what tasks have value and meaning. Sometimes things that seem boring or routine create the right conditions for developing skills and competence, such as the concentration needed for woodworking, or for socializing and support, when tasks are done alongside others. Instead of assuming that repetitive work is negative, it’s important to examine qualitative data on how people experience the work and what purpose it serves for them.

DDD: An actionable framework

In our paper, we propose a framework to help the robotics community explore how automation impacts individual jobs. For each term—dull, dirty, and dangerous—the framework gathers key pieces of information to reflect on what physical or social aspects of the task are, in fact, DDD. Worker perspective is an important part of all three considerations. The framework also emphasizes awareness of context—meaning the physical and social environment of an occupation and industry that can influence the DDD nature of a task. Our corresponding worksheet suggests existing data sources to draw on and encourages us to seek out multiple perspectives and consider potential sources of bias in the information.

A diagram illustrating that tasks that are dangerous, dirty, or dull depend on how the workers feel about the social and physical environment. What makes tasks dull, dirty, or dangerous depends on the perspective of the humans doing those tasks.RAI

Let’s take, for example, the waste and recycling industry. The world generates over 2 billion tonnes of waste annually, and this figure is expected to rise to nearly 4 billion tonnes by 2050. Intuitively, trash collection seems like a job that hits all the Ds. Going through our worksheet, we confirm that globally, workers in this industry face significant health hazards (dangerous), and waste collection is ranked as a low-status job (dirty), although interestingly, many workers take pride in providing this essential service.

The job is also repetitive, but there are aspects that make it not dull. Specifically, workers cite the day-to-day interaction with their coworkers (which includes extensive insider vocabulary, work hacks, and mutual aid groups) and task variety as two of the most enjoyable aspects of the job. Task variety includes inspecting their vehicle and equipment, driving their truck, coordinating with crew members, lifting bins and bags, detecting incorrect sorting of waste, and unloading at the end destination.

This finding matters because some types of robotic solutions will eliminate the parts of the job that workers most appreciate. For instance, the National Institute for Occupational Safety and Health (NIOSH) recommends the adoption of automated side loader trucks and collision avoidance systems. This innovation increases safety, which is great, but it also results in a sole worker operating a joystick in a cab, surrounded by sensor and camera surveillance.

Instead, we should challenge ourselves to think of solutions that make jobs safer without making them terrible in a different way. To do this, we need to understand all aspects of what makes a job dull, dirty, or dangerous (or not). Our framework aims to facilitate this understanding.

Finally, it’s important to note that DDD is only one of many possible approaches to classify what work might be better served by robots. There are lots of ways we could think about which types of tasks or jobs to automate (for example, economic impact or environmental sustainability). Given the popularity of DDD in robotics, we chose this common phrase as a starting point. We would love to see more work in this space, whether it’s data collection on DDD itself or the creation of other frameworks.

At RAI, we believe that the fusion of robotics and social sciences opens a whole new world of information, perspectives, opportunities, and value. It fosters a culture of curiosity and mutual learning, and allows us to create actionable tools for anyone in robotics who cares about societal impact.

Dull, Dirty, Dangerous: Understanding the Past, Present, and Future of a Key Motivation for Robotics, by Nozomi Nakajima, Pedro Reynolds-Cuéllar, Caitrin Lynch, and Kate Darling from the RAI Institute, was presented at the 21st ACM/IEEE International Conference on Human-Robot Interaction (HRI) in Edinburgh, Scotland.

Agentic AI for Robot Teams



This presentation highlights recent efforts at the Johns Hopkins Applied Physics Laboratory to advance agentic AI for collaborative robotic teams. It begins by framing the core challenges of enabling autonomy, coordination, and adaptability across heterogeneous systems, then introduces a scalable architecture designed to support agentic behaviors in multi-robot environments. The talk concludes with key challenges encountered and practical lessons learned from ongoing research and development.

Key learnings

  • Provides an introduction to LLM-based AI Agents
  • Describes an approach to applying LLM-based AI Agents to robotic teams
  • Provides demonstrations of the approach running in hardware with a heterogeneous team of robots
  • Presents lessons learned and future work in this area

Video Friday: Who Wins in Robot vs. Pro Ping-Pong Player?

24 April 2026 at 16:30


Video Friday is your weekly selection of awesome robotics videos, collected by your friends at IEEE Spectrum robotics. We also post a weekly calendar of upcoming robotics events for the next few months. Please send us your events for inclusion.

ICRA 2026: 1–5 June 2026, VIENNA
RSS 2026: 13–17 July 2026, SYDNEY
Summer School on Multi-Robot Systems: 29 July–4 August 2026, PRAGUE

Enjoy today’s videos!

Sony AI’s latest research, published on the cover of Nature, addresses a long-standing challenge in physical AI: Can a high-speed autonomous system master the complex perception and dynamic control required to compete against professional athletes?

[ Sony AI ]

In this video, we present Ringbot Quad, a novel monocycle robot with four legs that combines wheeled and legged locomotion on a single platform. Ringbot Quad is designed as a unique monocycle mechanism that replaces the traditional drivetrain with four individually actuated driving modules, each integrated with an articulated leg.
Ringbot Quad aims to provide versatile and efficient mobility through two distinct locomotion modes. In driving mode, the four legs assist with balance and steering, while in walking mode, they fully support the body for quadruped locomotion. By switching between these modes, Ringbot Quad can navigate diverse terrains and overcome obstacles that are difficult for either wheeled or legged systems alone.

[ Kinetic Intelligent Machine Lab ]

Humanoid robots have beaten human runners in a Beijing half-marathon, marking a breakthrough in China’s rapidly advancing robotics industry. More than 100 robots competed alongside 12,000 people in the 21-kilometer race, with three crossing the finish line ahead of any human.

[ Al Jazeera ]

Watch AthenaZero juggle barehanded using on-board sensory feedback only. No motion capture. No funnels. No help adding the third ball. The robot learns to adapt to the uncertainties from contact and the appropriate hand-eye coordination.

[ Robotics and AI Institute ]

From the look of this, it’s based on data capture from humans. What I want to know is, what this will look like when it’s not based on data capture from humans.

[ Unitree ]

Looks like Sphero would like to fill that sad gap in educational robotics left by LEGO Mindstorms.

[ Sphero ]

I am pretty sure that this is not how the shell game is played.

[ Generalist ]

At this point, real value from robots in warehouses much more commonly comes from systems like these, not humanoids.

[ Berkshire Grey ]

Scientists at the Max Planck Institute for Intelligent Systems propose a method to measure the efficiency of soft electrostatic actuators, enabling systematic evaluation of electrical-to-mechanical energy conversion. Using Peano-HASEL actuators, they demonstrate efficiencies up to 63.6%, over three times higher than previously reported, and validate the approach across other actuator types, paving the way for more energy-efficient soft electrostatic robotic systems.

[ Max Planck Institute ]

Already deployed in North America, quadruped robots provide continuous patrol, real-time monitoring, and faster incident detection across residential communities—day and night.

Um, thanks, but no thanks.

[ DEEP Robotics ]

Catching drones with what looks like a UR20 robot arm is a neat trick.

[ Skydio ]

Overactuated drones performing aerial maneuvers will always look just a little bit wrong to me.

[ Paper ] from [ ETH Zurich ]

Need a rugged and reliable mobile manipulator? Please consider a not-humanoid.

[ Clearpath ]

This CMU Robotics Institute talk is from CMU’s Raj Reddy, on “The Future of AI : Doomers vs. Abundance.”

The last decade has seen extraordinary advances in AI. The potential arrival of Artificial General Intelligence (AGI) has profound implications for future of our society. We anticipate a world where AI assistants and humanoid robots will perform most of the tasks requiring human expertise and skill at 10% of current costs. In this paradigm, essential services—including food, housing, energy, education, healthcare, and transportation—will be provided via Universal Basic Services, signaling a historic shift from a society of scarcity to one of abundance. This transformation raises a critical concern: widespread displacement of traditional labor. What is the human role when AI can do everything? This talk presents an alternative scenario: a “Human-in-the-Loop” evolution. In this model, humans transition into high-level supervisory roles, collaborating with AGI to train robots in novel skills and adapt them to unforeseen tasks.
We explore this as the “Maharaja Model” where technology serves humanity so comprehensively that work will be optional for humans. Finally, we will discuss how institutions like the Robotics Institute must lead this transition, developing the hybrid technologies and ethical frameworks necessary to bridge the gap between our current economy and a robot-assisted future.

[ Carnegie Mellon University Robotics Institute ]

This Roboticist-Turned-Teacher Built a Life-Size Replica of ENIAC

23 April 2026 at 13:00


Tom Burick has always considered himself a builder. Over the years he’s designed robots, constructed a vintage teardrop trailer, and most recently, led a group of students in building a full-scale replica of a pivotal 1940s computer.

Burick is a technology instructor at PS Academy in Gilbert, Ariz., a middle and high school for students with autism and other specialized learning needs. At the start of the 2025–26 school year, he began a project with his students to build a full-scale replica of the Electronic Numerical Integrator and Computer, or ENIAC, for the 80th anniversary of the historic computer’s construction. ENIAC was one of the world’s first programmable electronic computers. When it was built, it was about one thousand times as fast as other machines.

Before becoming a teacher, Burick owned a robotics company for a decade in the 2000s. But when a financial downturn forced him to close the business, he turned to teaching. “I had so many amazing people help me when I was young [who] really gave me their time and resources, and really changed the trajectory of my life,” Burick says. “I thought I need to pay that forward.”

Becoming a Roboticist

As a young child in Latrobe, Pa., Burick watched the television show Lost in Space, which includes a robot character who protects the family. “He was the young boy’s best friend, and I was so captivated by that. I remember thinking to myself, I want that in my life. And that started that lifelong love affair with robotics and technology.”

He started building toy robots out of anything he could find, and in junior high school, he began adding electronics. “By early high school, I was building full-fledged autonomous, microprocessor-controlled machines,” he says. At age 15, he built a 150-pound steel firefighting robot, for which he won awards from IEEE and other organizations.

Burick kept building robots and reached out for help from local colleges and universities. He first got in touch with a student at Carnegie Mellon University, who invited him to visit campus. “My parents drove me down the next weekend, and he gave me a tour of the robotics lab. I was mesmerized. He sent me home with college textbooks and piles of metal and gears and wires,” Burick says. He would read the textbook a page at a time, reading it again and again until he felt he had an understanding of it. Then, to help fill gaps in his understanding, he got in touch with a robotics instructor at Saint Vincent College, in his hometown of Latrobe, who let him sit in on classes. Each of these adults, he says, “helped change the trajectory of my life.”

Toward the end of high school, Burick realized that college wouldn’t be the right environment for him. “I was drawn to real-world problem-solving rather than structured coursework and I chose to continue along that path,” he says. Additionally, Burick has dyscalculia, which makes traditional mathematics more challenging for him. “It pushed me to develop alternative methods of engineering.”

recreation of a large machine arranged in a U shape. A podium in the middle reads \u201cENIAC 80\u201d The ENIAC replica Burick’s students built precisely matches what the original computer would have looked like before it was disassembled in the 1950s. Robert Gamboa

When he graduated, he worked in several tech jobs before starting his own company. In 2000, he opened a computer retail store and adjacent robotics business, White Box Robotics. The idea for the company came when Burick was building a “white box” PC from standard, off-the-shelf components, and realized there was no comparable product for robotics.

So, he started developing a modular, general-purpose platform that applied white box PC standards to mobile robots. “The robot’s chassis was like a box of Legos,” he says. You could click together two torsos to double its payload, switch out the drive system, or swap its head for a different set of sensors. He filed utility and design patents for the platform, called the 914 PC-Bot, and after merging with a Canadian defense robotics company called Frontline Robotics, started production. They sold about 200 robots in 17 countries, Burick says.

Then the 2008 financial crisis hit. White Box Robotics held on for a couple of years, shuttering in late 2010. “I got to live my life’s dream for 10 years,” he says. After closing White Box, “there was some soul searching” about what to do next. He recalled the impact his own mentors had, and decided to pay it forward by teaching.

Neurodiversity as a Superpower

In 2013, Burick started working in a vocational training program for young adults living with autism. The program didn’t have a technical arm, so he started one and ran it until 2019, when he was hired to be a technology instructor at PS Academy Arizona.

Student using power drill on wood under instructor\u2019s guidance in workshop. Burick and one of his students assemble the base for one of ENIAC’s three portable function tables, which contained banks of switches that stored numerical constants. Bri Mason

Burick feels he can connect with his students, because he is also neurodivergent. Throughout his childhood, he was told what he wasn’t able to do because of his dyscalculia diagnosis. “People tell you what it takes, but they never tell you what it gives,” Burick says.

In adulthood, he realized that some of his strengths are linked to dyscalculia, too, like strong 3D spatial reasoning. “I have this CAD program that runs in my head 24 hours a day,” he says. “I think the reason I was successful in robotics, truly, was because of the dyscalculia…. To me, [it] has always been a superpower.”

Whenever his students say something disparaging about living with autism, he shares his own experience. “You need to have maybe just a bit more tenacity than others, because there are parts of it you do have to fight through, but you come through with gifts and strengths,” he tells them.

And Burick’s classes aim to play to those strengths. “I didn’t want my technology program to feel like craft hour,” he says. Instead, through projects like the ENIAC replica, students can leverage traits many of them share, like the abilities to hyperfocus and to precisely repeat tasks.

Recreating ENIAC

Burick has taught his students about ENIAC for several years. While reading about it, he learned that the massive, 27-tonne computer was dismantled and partially destroyed after being decommissioned in 1955. Although a few of ENIAC’s 40 original panels are on display at museums, “there was no hope of ever seeing it together again. We wanted to give the world that experience,” Burick says.

He and his students started by learning about ENIAC, and even Burick was surprised by how complex the 80-year-old computer was. They built a one-twelfth scale model to help the students better understand what it looked like. Seeing the students light up, Burick became confident in their ability to move onto the full-scale model, and he started ordering supplies.

ENIAC was composed of 40 large metal panels arranged in a U-shape that housed its many vacuum tubes, resistors, capacitors, and switches. Twenty of the panels were accumulators with the same design, so the students started with these, then worked through smaller groupings of panels. The repeating panels brought symmetry to ENIAC, Burick says, but it was also one of the main challenges of recreating it. If one part was slightly out of place, the next one would be too and the mistake would compound.

Group of students in a gym holding large silver patterned boards facing the camera. The students installed 500 simulated vacuum tubes in each of the panels here, for a total of 18,000 vacuum tubes.Robert Gamboa

Once they constructed the panels, they added ENIAC’s three function tables, which stored numerical constants in banks of switches, then two punch-card machines. Finally, they installed 18,000 simulated vacuum tubes. In total, the project used nearly 300 square meters of thick-ream cardboard, 1,600 hot-glue-gun sticks, and 7 gallons of black paint.

The scale of the machine—and his students’ work—left Burick in awe. “By the time we were done, I felt like I was in a room full of scientists,” he says.

Previously, Burick’s students built an 8-foot-long drivable Tesla Cybertruck (“complete with a 400-watt stereo system and a subwoofer”) and he plans to keep the momentum with another recreation—maybe from the Apollo moon missions.

“I go to work every day, and I feel passionate about robotics [and] technology. I get to share that passion with the students,” Burick says. “I get to feel what it’s like to be in the position of the people that helped me. It closes that loop, and I find that really rewarding.”

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