Students' Normative Perspectives on Classroom Robots
Paper i proceeding, 2016

As robots are becoming increasingly common in society and education, it is expected that autonomous and socially adaptive classroom robots may eventually be given responsible roles in primary education. In this paper, we present the results of a questionnaire study carried out with students enrolled in compulsory education in three European countries. The study aimed to explore students’ normative perspectives on classroom robots pertaining to roles and responsibilities, student-robot relationships, and perceptive and emotional capabilities in robots. The
results suggest that, although students are generally positive toward the existence of classroom robots, certain aspects are deemed more acceptable than others.

students

normative perspectives

children

classroom robots

Författare

Sofia Serholt

Göteborgs universitet

Wolmet Barendregt

Chalmers, Tillämpad informationsteknologi, Lärande, kommunikation och IT

Dennis Küster

Unknown organization

Aidan Jones

Unknown organization

Patricia Alves-Oliveira

Unknown organization

Ana Paiva

Unknown organization

What Social Robots Can and Should Do: Proceedings of Robophilosophy 2016 / TRANSOR 2016

240-251

International Research Conference Robophilosophy 2016 / TRANSOR 2016
Århus, Denmark,

Ämneskategorier

Didaktik

Etik

Pedagogiskt arbete

Pedagogik

DOI

10.3233/978-1-61499-708-5-240