Educational Robotics Acceptance by Italian Teachers, Educators, Psychologists and Psychotherapists

Abstract

The exploration of acceptance of robotics by teachers, educators, psychologists and psychotherapists appears vital for the effective implementation of Educational Robotics (ER). This exploratory study evaluated acceptance of ER by Italian teachers, educators, psychologists and psychotherapists (N = 88). This research used a cross-sectional exploratory approach with a self-administered survey based on the Unified Theory of Acceptance and Use of Technology (UTAUT). The results indicated that the professionals' intention to use robotics in their profession was negatively related to anxiety evoked by robotics, but positively related to the following aspects: 1) positive attitudes about the use of robotics, 2) perceptions that there are factors in the environment that facilitate using robotics, 3) perceptions of ability of robots to be adaptive, 4) perceptions of robotics as enjoyable, 5) perceptions that robotics will improve the user's workplace performance, 6) positive perceptions of what other people think about robotics, 7) perceptions that robotics performs with integrity. Teachers, educators, psychologists and psychotherapists declared themselves to be quite favorable towards the use of robotics in their profession. These results showed that ER may be more integrated in educational contexts and for therapeutic and rehabilitation purposes.

Learning Support Teachers’ Intention to Use Educational Robotics: The Role of Perception of Usefulness and Adaptability

“…The original questionnaire is available in the Supplementary Materials. The selection of eight special needs was based on previous studies exploring the attitudes toward ER [1,2] on the basis of the classification of the neurodevelopmental disorders (ND) of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V, see APA 2013) [32], and the literature concerning inclusive education [10]. On the findings of this literature, we computed a mean score from the items concerning neurodevelopmental disorders (including ADHD, DS, CP, ID, Dyspraxia or motor disability, and ASD) and a mean score for the items concerning students with socio-economic, cultural, and linguistic disadvantages (including economic or social disadvantages, and the cultural needs of foreign students).…”

“…Educational Robotics (ER) is a promising educational approach in which robots are used as mediators of concepts and motivators that promote scholastic and academic achievement (particularly, but not limited to, the STEM disciplines, i.e., Science, Technology, Engineering, and Mathematics). It is focused on designing, assembling and implementing algorithms to control robots that interact with children and teachers [1][2][3]. This approach is based on the constructivism and constructionism theories [4,5] and social learning theories [6,7].…”

“…However, scholars found that possessing the equipment for ER and using it are not the same. Previous studies [1,2,[18][19][20] have found that most teachers have positive attitudes towards ER, agreeing to consider it as a useful tool for promoting several skills for special needs students (SNS). However, other studies have also highlighted that there are still some critical reflections and suspicion in respect of the use of robots in the fields of education and caring for people [21][22][23][24].…”

“…In schools, learning support teachers (LST) play a fundamental role in guaranteeing the inclusion of all SNS and an inclusive teaching practice using ER [1,2]. Teachers can use ER as a tool for knowledge construction and as an assistive instrument for students who have problems in specific fields.…”

An Experimental Methodology for Introducing Educational Robotics and Storytelling in Therapeutical Activities for Children with Neurodevelopmental Disorders

“…ER has been found useful in the niche areas of education. According to [4] (p. 168), ER "is a powerful tool for the educational field in the learning process of average students"; also promoting several skills for students and children with special needs. Nevertheless, other studies also highlight that there are still some uncertainties regarding the use of robots in the fields of education and human care [5].…”