Social robots in a project‐based learning environment: Adolescent understanding of robot–human interactions.
Background: Although human–robotic interaction is a rapidly burgeoning area of study within education, and social robots are being widely tested for use in schools, few studies have focused on early adolescent interactions with robots under actual classroom conditions. Objectives: We introduced an a...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 1; pp. 192 - 205 |
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| Autores principales: | , |
| Formato: | research Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=174818402&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 174818402 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2024 vid: 40 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 174818402 171947518 174818402 174818402 10.1111/jcal.12872 174818402 ppf: 192 ppct: 13 formats: tig: atl: Social robots in a project‐based learning environment: Adolescent understanding of robot–human interactions. aug: au: LeTendre, Gerald K. Gray, Raisa affil: The Pennsylvania State University, University Park Pennsylvania, , USA sug: subj: Learning Environment User-Computer Interface In Adolescence Robotics Methods Teaching Methods Experiential Learning Public Sector Schools, Elementary Schools, Middle Social Environment Student Attitudes In Adolescence Attitude to Computers In Adolescence Adolescence Psychosocial Factors Focus Groups Interviews Coding Computer-Assisted Instruction Coding, Computer-Assisted Human Male Female Child Adolescence Social Behavior Problem-Based Learning Adolescent: 13-18 years Child: 6-12 years Male Female ab: Background: Although human–robotic interaction is a rapidly burgeoning area of study within education, and social robots are being widely tested for use in schools, few studies have focused on early adolescent interactions with robots under actual classroom conditions. Objectives: We introduced an autonomous, social robot ('Pepper') into a project‐based learning environment at a public elementary/middle school in order to see how long‐term exposure to a robot in a project‐based classroom affected student conceptions of robots. Methods: We conducted unstructured classroom observations, focus‐group interviews with students, and took videos of students interacting with the robot at key points in the project. We engaged in joint coding and memo writing to summarize key themes. Results: Our results showed the limitations of these social robots as interactive educational technology, but also revealed the complexity of young adolescent beliefs about robots as social actors. Although current technology limits the ability of robots to be widely deployed in public‐school classrooms, skillfully designed interventions using social robots have the potential to motivate and engage students. Takeaways: Exposure to the robot stimulated students to discuss robots as social actors, raised issues about gender identification of artificial agents in the classroom, and stimulated discussion on what constitutes a social being. The initial novelty of the humanoid robot enhanced engagement with the longer‐term project and also challenged teachers to be more reflective and flexible in planning the project. Lay Description: What is already known about this topic: Social robots are increasingly being used in K‐12 classrooms.Robots are still a novelty for students, but technical limitations mean students rapidly lose interest.Some students appear to form emotional bonds with the robots or believe the robots can think and feel.Most of this research has been done under experimental conditions with younger children.We know little about how early adolescents react to robots under normal classroom conditions. What this paper adds: Using social robots in actual classrooms requires teachers to invest considerable time to learn about the technology and solve multiple implementation issues in order to keep up student engagement.The novelty of a social robot can greatly enhance student motivation to engage in long‐term, complex projects.Interacting with social robots stimulates young adolescents to discuss what aspects of the robot make them appear 'social'.Interacting with social robots stimulates young adolescents to consider whether or not robots are truly 'social beings'. Implications for practice and/or policy: The current generation of social robots is not suitable for most public school classrooms.Social robots have potential for project‐based or problem‐based classrooms as they pose complex problems that stimulate young adolescent thinking about social beings and social relations. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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