Teachers’ Views on the Use of Empathic Robotic Tutors in the Classroom
Paper i proceeding, 2014

In this paper, we describe the results of an interview study conducted across several European countries on teachers’ views on the use of empathic robotic tutors in the classroom. The main goals of the study were to elicit teachers’ thoughts on the integration of the robotic tutors in the daily school practice, understanding the main roles that these robots could play and gather teachers’ main concerns about this type of technology. Teachers’ concerns were much related to the fairness of access to the technology, robustness of the robot in students’ hands and disruption of other classroom activities. They saw a role for the tutor in acting as an engaging tool for all, preferably in groups, and gathering information about students’ learning progress without taking over the teachers’ responsibility for the actual assessment. The implications of these results are discussed in relation to teacher acceptance of ubiquitous technologies in general and robots in particular.


Sofia Serholt

Göteborgs universitet

Wolmet Barendregt

Göteborgs universitet

Iolanda Leite

Yale University

Instituto Superior Tecnico

Helen Hastie

Heriot-Watt University

Aidan Jones

University of Birmingham

Ana Paiva

Yale University

Asimina Vasalou

London Knowledge Lab

Ginevra Castellano

University of Birmingham

The 23rd IEEE International Symposium on Robot and Human Interactive Communication


23rd IEEE International Symposium on Robot and Human Interactive Communication, RO-MAN 2014
Edinburgh, United Kingdom,



Pedagogiskt arbete


Människa-datorinteraktion (interaktionsdesign)



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