From HCI to HRI: About Users, Acceptance and Emotions

Heuer, Tanja; Stein, Jenny

doi:10.1007/978-3-030-27928-8_23

Cited by 7 publications

(1 citation statement)

References 10 publications

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“…Social robots are radical innovations, harder for potential users to accept in human social spaces than are incremental innovations (Beer et al, 2011). Social robots are designed to build relationships with their human users where the robots' social behaviour plays an important role (Heerink et al, 2010) such as personal and emotional interaction with a focus on companionship (Heuer & Stein, 2020).…”

Section: Social Robots In Life and Work And Pre-service Teachers' Bel...mentioning

confidence: 99%

Are pre‐service teachers disinclined to utilise embodied humanoid social robots in the classroom?

Starčič

Bratko

Rosanda

2021

Brit J Educational Tech

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Teachers' readiness for technology integration depends also on their beliefs about the contribution of technology to teaching and learning, which influence their motivation for its adoption. Initial preservice teacher education is critical in reducing the attitude-behaviour divide supporting technology acceptability, acceptance and use. Acceptance of interaction between human and robot is more complicated than human-computer interaction acceptance. Social robots are radical innovations, harder for potential users to accept in human social spaces than are incremental innovations. In 2019, a survey using a convenience sample of 121 first-year students was conducted to examine pre-service teachers' beliefs about social robot educational technology. It examined the following factors derived from the Unified Theory of Acceptance and Use of Technology adopted for social robots in education: Perceived social dimension, Intention to use, Perceived usability, Anxiety.Based on our findings, it seems there is a critical disjunction between researchers' efforts to equip social robots with human manners and social intelligence and participants' rejection of this technology precisely because it mimics being human. Further, we report that ICT familiarity as assessed using PISA's

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Section: Social Robots In Life and Work And Pre-service Teachers' Bel...mentioning

confidence: 99%

Are pre‐service teachers disinclined to utilise embodied humanoid social robots in the classroom?

Starčič

Bratko

Rosanda

2021

Brit J Educational Tech

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A Scoping Review of Mental Model Research in HCI from 2010 to 2021

Hu,

Twidale

2023

Lecture Notes in Computer Science

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A model for enhancing creativity, collaboration and pre-professional identities in technology-supported cross-organizational communities of practice

Mavri,

Ioannou,

Loizides

2023

Educ Inf Technol

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This research proposes that technology-supported cross-organizational (university-industry) Communities of Practice (CoPs), which are integrated into the Design Studies curriculum in Higher Education, can foster robust university-industry collaborations. These can help bridge the reported gap between the actual versus the expected soft skills and personae of young graduates transitioning to the creative industries today. CoPs are groups of people who share a common interest in an area of ‘endeavor’ and connect to co-create competence in that area through their practice.This paper makes two overarching research contributions. First, it informs about the design, enactment, and evaluation of a student CoP in an undergraduate Design course which was expanded to include members from the industry as clients, alumni mentors, and expert evaluators. Drawing from rich empirical data, the paper explains the designed and emergent learning phenomena of CoP participation and its effects on the students’ creative and socio-epistemic outcomes, as well as their pre-professional identities. Second, it presents a governance model with three sets of actionable guidelines, namely the Set (technology), the Social (collaborative), and the Epistemic (learning) components. The entire body of work validates the critical interlocking of these components to form a robust social learning model that appropriates the complex practices of cross-organizational CoPs in Higher Education Design studies.

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From HCI to HRI: About Users, Acceptance and Emotions

Cited by 7 publications

References 10 publications

Are pre‐service teachers disinclined to utilise embodied humanoid social robots in the classroom?

Are pre‐service teachers disinclined to utilise embodied humanoid social robots in the classroom?

A Scoping Review of Mental Model Research in HCI from 2010 to 2021

A model for enhancing creativity, collaboration and pre-professional identities in technology-supported cross-organizational communities of practice

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