Loading...
Please wait, while we are loading the content...
Similar Documents
How do teachers perceive educational robots in formal education ? A study based on the Thymio robot *
| Content Provider | Semantic Scholar |
|---|---|
| Author | Chevalier, Morgane Riedo, Fanny Mondada, Francesco |
| Copyright Year | 2016 |
| Abstract | Robots have generated interest in schools since Seymour Papert’s works; however when his Logo turtles were introduced into schools in the 1980s, they proved to be unreliable, expensive, and limited [1]. Since then, we have seen various affordable, reliable, and polyvalent platforms such as Lego Mindstorms [1] or the Bee-Bot [2]. Robotics has become more appealing, and it is an established fact that educational robots can improve children’s motivation [3], [4]. Robotics also embodies a wide range of disciplines, which allows its use in a broad educational area and in interdisciplinary studies. Its use in compulsory schools could bring technology to a larger audience, including both genders. Although there has been an increasing number of extracurricular robotics activities such as robotic contests or festivals [5], which show the widespread adoption of robotics in informal education, several authors are struggling to understand why robots are still underused in schools, for formal education. Some argue, without clear evidence, that this is due to the lack of material available for teachers [6], missing functionalities [3], a paucity of flexibility and dynamism in schools [7], or a dearth of evidence regarding the educational benefits of this approach [4]. Although there is no agreement over the exact reasons for this situation, it seems clear, from these and other studies [8], [9], that teachers play a key role in the introduction of technology in schools. Despite this obvious observation, there is a severe lack of studies analyzing this key factor, and, in particular, the attitude of teachers toward educational robots. Lee et al. [3] examined the perception of such robots in Korea, by teachers, students, and parents. Their results showed that, while the teachers’ opinions of robots were worse than those of the students and parents, none of them wanted robots to replace teachers. Fridin and Belokopytov [8] studied the first-time acceptance by teachers of a socially assistive humanoid robot, showing that teachers’ desire to use robots is mainly linked to their perceived utility as tools. A limiting factor in this study is that the teachers were interacting with a robot for the first time. Kim et al. [9] performed a short survey of 116 Korean teachers who had had an initial experience of using robots in |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://infoscience.epfl.ch/record/218741/files/paper_ram_final.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
