The case of classroom robots: teachers’ deliberations on the ethical tensions
Artikel i vetenskaplig tidskrift, 2017

Robots are increasingly being studied for use in education. It is expected that robots will have the potential to facilitate children’s learning and function autonomously within real classrooms in the near future. Previous research has raised the importance of designing acceptable robots for different practices. In parallel, scholars have raised ethical concerns surrounding children interacting with robots. Drawing on a Responsible Research and Innovation perspective, our goal is to move away from research concerned with designing features that will render robots more socially acceptable by end users toward a reflective dialogue whose goal is to consider the key ethical issues and long-term consequences of implementing classroom robots for teachers and children in primary education. This paper presents the results from several focus groups conducted with teachers in three European countries. Through a thematic analysis, we provide a theoretical account of teachers’ perspectives on classroom robots pertaining to privacy, robot role, effects on children and responsibility. Implications for the field of educational robotics are discussed.

Focus group

Educational robots

Teachers' perspectives

Ethics

Social implications

Thematic analysis

Författare

Sofia Serholt

Göteborgs universitet

Wolmet Barendregt

Chalmers, Tillämpad informationsteknologi, Lärande, kommunikation och IT

Asimina Vasalou

Unknown organization

Patricia Alves-Oliveira

Unknown organization

Aidan Jones

Unknown organization

Sofia Petisca

Unknown organization

Ana Paiva

Unknown organization

AI and Society

0951-5666 (ISSN) 1435-5655 (eISSN)

Vol. 32 4 613-631

Ämneskategorier

Utbildningsvetenskap

Etik

Människa-datorinteraktion (interaktionsdesign)

Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning

DOI

10.1007/s00146-016-0667-2