The Dual Role of Humanoid Robots in Education: As Didactic Tools and Social Actors

Autor/inn/en	Ekström, Sara; Pareto, Lena
Titel	The Dual Role of Humanoid Robots in Education: As Didactic Tools and Social Actors
Quelle	In: Education and Information Technologies, 27 (2022) 9, S.12609-12644 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ekström, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11132-2
Schlagwörter	Robotics; Teaching Methods; Longitudinal Studies; Teacher Attitudes; Learning Activities; Cooperative Learning; Learning Processes; Tutors; Computer Games; Mathematics Instruction; Student Role; Classification; Instructional Design + Suchen Sie Ihr Suchwort? Robotertechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrerverhalten; Lernaktivität; Kooperatives Lernen; Learning process; Lernprozess; Förderlehrer; Lehrender; Tutor; Computer game; Computerspiel; Computerspiele; Mathematics lessons; Mathematikunterricht; Classification system; Klassifikation; Klassifikationssystem; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	The idea of using social robots for teaching and learning has become increasingly prevalent and robots are assigned various roles in different educational settings. However, there are still few authentic studies conducted over time. Our study explores teachers' perceptions of a learning activity in which a child plays a digital mathematics game together with a humanoid robot. The activity is based on the idea of learning-by-teaching where the robot is designed to act as a tutee while the child is assigned the role of a tutor. The question is how teachers perceive and talk about the robot in this collaborative child-robot learning activity? The study is based on data produced during a 2-years long co-design process involving teachers and students. Initially, the teachers reflected on the general concept of the learning activity, later in the process they participated in authentic game-play sessions in a classroom. All teachers' statements were transcribed and thematically coded, then categorized into two different perspectives on the robot: as a social actor or didactic tool. Activity theory was used as an analytical lens to analyze these different views. Findings show that the teachers discussed the activity's purpose, relation to curriculum, child-robot collaboration, and social norms. The study shows that teachers had, and frequently switched between, both robot-perspectives during all topics, and their perception changed during the process. The dual perspectives contribute to the understanding of social robots for teaching and learning, and to future development of educational robot design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01