Social Robots in Education: Conceptual Overview and Case Study of Use

Guggemos, Josef; Seufert, Sabine; Sonderegger, Stefan; Burkhard, Michael

doi:10.1007/978-3-030-90944-4_10

Cited by 10 publications

(12 citation statements)

References 87 publications

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“…Social robots generally play three roles in education are: teacher/assistant-teacher, peer and student (Ceha et al, 2021;Guggemos et al, 2022;Hood et al, 2015;Levinson et al, 2021). Certain comprehensive studies reported that social robots are predominantly employed as teachers/assistant teachers, followed by peer/co-learner, and finally as (novice) students (Ceha et al, 2021).…”

Section: The Role Of Social Robots In Educationmentioning

confidence: 99%

“…Previous meta-analyses also reviewed studies on social robot types, and it was reported that the anthropomorphic robot NAO was the most common social robot (Belpaeme et al, 2018;Guggemos et al, 2022;Woo et al, 2021). Belpaeme et al (2018) argued that that all robots have anthropomorphic features such as a head, eyes, a mouth, arms or legs, except the "Heathkit HERO" employed in a study by Draper and Clayton (1992).…”

Section: Robot Types Employed In Educationmentioning

confidence: 99%

“…One of the areas where social robots have been investigated in recent years was education (Alam, 2021;Johal, 2020;Smakman et al, 2021). Although the findings on the employment of social robots in education have been promising, there are also various concerns and limitations (Belpaeme et al, 2018;Chalmers et al, 2022;Guggemos et al, 2022;Johal, 2020;Papadopoulos et al, 2021;Smakman et al, 2021;Woo et al, 2021). One of the sources of the above-mentioned concerns was associated with the design morphology of the robots and the humanoid features attributed to social robots.…”

Section: Introductionmentioning

confidence: 99%

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Human-Social Robot Interaction, Anthropomorphism And Ontological Boundary Problem In Education

2022

PERR

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Education Social RobotHuman-Social Robot Interaction Anthropomorphism Psychological Anthropomorphism Ontological categories Artificial intelligence and robotics technologies do not manufacture robots only for industrial use, but also for healthcare, marketing, tourism and accommodation industries where social interaction is prevalent. Service robots are social robots that interact directly with individuals and to fulfill the physical, cognitive, emotional and social needs of individuals. Recently, it was observed that the number of studies on the employment of social robots in education has increased. These studies reported positive findings on the employment of social robots in educational settings; however, they also indicated certain problems. One of these problems was the ontological boundary problem due to the anthropomorphic design of these robots. Certain studies on human-social robot interaction demonstrated that the human-machine distinction has blurred, humans started to attribute anthropogenic traits to these robots such as intention, emotion and purpose, while these studies categorized these robots as live or hybrid. Anthropomorphizing the robots and the ambiguity of their ontological category could lead to problems such as excessive attachment, social isolation, and violation of privacy, and perceptions of the individuals about their existence could be altered. The present article aimed to provide information about the studies conducted on the employment of social robots in education, analyze the advantages and disadvantages of humansocial robot interaction based on anthropomorphism and ontological boundary problem. Finally, certain recommendations are presented about the employment of social robots in education.

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Section: The Role Of Social Robots In Educationmentioning

confidence: 99%

Section: Robot Types Employed In Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Human-Social Robot Interaction, Anthropomorphism And Ontological Boundary Problem In Education

2022

PERR

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“…In education, robotics domains have been involved in different ways, from learning robotics and related disciplines, to learning in the presence and assistance of robots. More specifically, social robots can be seen in education to play different roles [15,16]: teacher, tutor, peer or learning companion, and novice being instructed by the student. This progress is being made, with challenges that are still to face, such as technical challenges related to the robot's intelligence and analysis of interaction scenes, and logistical challenges related to the introduction of social robots to educational practices [15].…”

Section: Introductionmentioning

confidence: 99%

“…The willingness of users, teachers and students, to accept and use a robot in an educational context is another challenge to take into account [17]. Most of the social robots used in education are humanoid, and the attitudes toward them are not clearly positive [16]. However, a study made in [18] reported that stakeholders in this domain, like teachers and parents, saw social robots as potentially valuable and useful tools in education.…”

Section: Introductionmentioning

confidence: 99%

Social Robotics in Education: A Survey on Recent Studies and Applications

Youssef

Said

Kork

et al. 2023

Int. J. Emerg. Technol. Learn.

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Over the last years, social robots have been conceived to be used in various domains and for different purposes. This paper presents a survey on different applications and aspects of social robots in education. Different contexts are seen, ranging from children education, until higher education. A variety of applications and studies are reported, in areas like as second language tutoring, teaching assistance, and storytelling. Robotic platforms used in these applications are observed, and means of evaluation of users perception of robots are presented.

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RoboREIT: An interactive robotic tutor with instructive feedback component for requirements elicitation interview training

Görer,

Aydemir

2023

J Software Evolu Process

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Interviewing stakeholders is the most popular technique for eliciting requirements. The success of an interview depends on the interviewer's theoretical knowledge, preparedness, and communication skills. Practice interviews allow students to apply their knowledge and improve their skills through experience. This practical training is resource‐intensive, requiring the time and effort of a stakeholder for each student, which may not be feasible for a large number of students. This paper introduces RoboREIT, an interactive Robotic tutor for Requirements Elicitation Interview Training. RoboREIT addresses the scalability problem of practice sessions with a robotic tutor acting as a stakeholder during the interview and providing feedback after the interview. We performed an exploratory user study to evaluate RoboREIT and demonstrate its applicability in requirements elicitation interview training. The quantitative and qualitative analyses of the users' responses reveal the appreciation of RoboREIT. Our study is the first in the literature that utilizes a social robot in requirements elicitation interview education. RoboREIT's design incorporates replaying faulty interview stages and allows the student to learn from mistakes by a second time practicing. All participants praised the feedback component, which is not present in the state of the art, for being helpful in identifying the mistakes. A favorable response rate of 81% for the system's usefulness indicates the positive perception of the participants.

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Social Robots in Education: Conceptual Overview and Case Study of Use

Cited by 10 publications

References 87 publications

Human-Social Robot Interaction, Anthropomorphism And Ontological Boundary Problem In Education

Human-Social Robot Interaction, Anthropomorphism And Ontological Boundary Problem In Education

Social Robotics in Education: A Survey on Recent Studies and Applications

RoboREIT: An interactive robotic tutor with instructive feedback component for requirements elicitation interview training

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