Teacher perceptions of training and intention to use robotics

Santos, Ieda M.; Ali, Nagla; Khine, Myint Swe; Hill, Anthony; Abdelghani, Usama; Qahtani, Kassem Amal Al

doi:10.1109/educon.2016.7474644

Cited by 5 publications

(6 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In line with other research; there was a positive correlation between perceived usefulness, perceived ease of use, behavioral intention, and use in human-robot interaction in production systems [48], usefulness and ease of use were predictive of adults" attitudinal acceptance of a domestic robot in their home; ease of use and attitudinal acceptance were predictive of intentional acceptance [24], the teacher beliefs, attitudes and intention to use the software in their future teaching [49], this study found that Lego Mindstorms Ev3 as a learning resource had generated the intention of teachers to use it in their classroom so it had a positive impact on the actual use of teachers.…”

Section: Discussionsupporting

confidence: 84%

Robotic Education in 21st Century: Teacher Acceptance of Lego Mindstorms as Powerful Educational Tools

Masril¹,

Ambiyar²,

Jalinus³

et al. 2021

IJACSA

View full text Add to dashboard Cite

Acceptance of robotic technology in education is a crucial issue in the revolution industry 4.0 era. This study aims to explore the acceptance of Lego Mindstorms Ev3 as one kind of robotic technology by the teachers as a learning resources that can develop teachers and student's skills. The Technology Acceptance Model (TAM) was introduced by using questionnaires. The questionnaires were responded by 22 elementary school teachers who have experiences with Lego Mindstorms ev3 kits in a workshop. The data was carried out by presenting descriptive statistics, correlation, and regression analyses. Based on the acceptance testing of Lego Mindstorms Ev3 with the TAM model, the result showed that subjective norms (SN) and self-efficacy (SE) as external variables were effective on the acceptance of Lego Mindstorms Ev3 as a learning tools by teachers. Teacher's SN have a positive correlation with perceived usefulness (PU), perceived ease to use (PE), and behavioral intention to use (BI). Teacher's self-efficacy were significant in predicting PE and BI. PU and PE had a positive effect on Attitude toward using Lego Mindstorms Ev3 by teachers, and it continued to use. Finally, most teachers have shown positive reactions to Lego Mindstorms Ev3 as educational tools.

show abstract

Section: Discussionsupporting

confidence: 84%

Robotic Education in 21st Century: Teacher Acceptance of Lego Mindstorms as Powerful Educational Tools

Masril¹,

Ambiyar²,

Jalinus³

et al. 2021

IJACSA

View full text Add to dashboard Cite

show abstract

“…This result contradicts the results of Venkatesh et al (2003) and the UTAUT, where the attitude factor is omitted. However, this might be understandable in the context of modern studies, which reveal a positive relationship between the attitudes of teachers and technology use (Avidov-Ungar & Eshet-Alkalai, 2011;Naaz, 2012;Santos et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Acceptance of Robot‐Mediated Teaching and Therapy for Children With Atypical Development by Polish Professionals

Kossewska

Kłosowska

2020

Policy Practice Intel Disabi

View full text Add to dashboard Cite

Technological innovations have resulted in the production of new, super‐high‐tech assistive robotic devices that improve the development of children with atypical development. The theoretical basis for this study was the unified theory of acceptance and use of technology (UTAUT) model, which consists of four main constructs that directly determine user acceptance and user behavior: performance expectancy, effort expectancy, social influence, and facilitating conditions. The purpose of the study was to understand the rationale behind the acceptance of robot‐mediated teaching and therapy for children with atypical development by Polish professionals. Participants included 245 professionals recruited from the staff of special centers and schools for children with disabilities in the south of Poland. They were first presented with a video demonstration of the humanoid Nao robot and then given a 31‐item questionnaire that estimates UTAUT. Participants' attitudes towards using the Nao robot in teaching and therapy for children with atypical development were positive. However, these attitudes were found to be a weak albeit significant predictor of behavioral intention to use the Nao device. They were significantly predicted by social influence, effort expectancy, and performance expectancy. The results are discussed in the context of the general theoretical background and the latest findings related to professionals working with disabled children. Correlation and structural modeling analyses confirmed the applicability of the UTAUT model in education and care for children with disabilities. However, behavioral intention was weakly related to positive attitudes towards Nao robot in this Polish sample. Forthcoming questions follow the conclusions of the current study.

show abstract

“…Zacharia et al ( 2015 ) developed the Simulation Acceptance Model (SAM) to address the need for an instrument for researching teachers' beliefs, attitudes, and intentions to use simulations for educational purposes. Santos et al ( 2016 ) used SAM to assess teachers’ beliefs, attitudes, and intentions to use the Lego Mindstorms software in their teaching. Later, Park and Han ( 2016 ) developed a variation of the Technology Acceptance Model, called the Robot Service Acceptance Model (RSAM), that is specialized in examining teachers’ views on robot-assisted learning environments with a cloud service platform.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Aksu and Durak ( 2019 ) also studied in-service teachers’ views on robotics but in the context of robotic tournaments, while Çiftçi et al ( 2020 ) explored pre-service early-childhood teachers’ views on STEM education and their STEM teaching practices. Prior to these studies, Santos et al ( 2016 ) researched in-service teachers’ beliefs, attitudes, and intention to use robotics in their future teaching, while Khanlari ( 2013 ) explored in-service teachers' perceptions of the effects of robotics on students’ personal skills and abilities. According to these studies, teachers hold positive views of ER and its impact on students’ learning.…”

Section: Introductionmentioning

confidence: 99%

An associational study: preschool teachers’ acceptance and self-efficacy towards Educational Robotics in a pre-service teacher training program

Schina

Valls

Borrull-Riera

et al. 2021

Int J Educ Technol High Educ

View full text Add to dashboard Cite

Purpose This study explores pre-service preschool teachers’ acceptance and self-efficacy towards Educational Robotics (ER) during a university course, and also examines their perceptions of the course. Methodology This is a one-group intervention study with an associational research design that includes both quantitative and qualitative research methods: two pre-questionnaires and two post-questionnaires on pre-service teachers’ acceptance and self-efficacy towards ER, and participants’ training journals. Findings The results show that pre-service teachers’ acceptance and self-efficacy towards ER improved after they completed the ER teacher training course. There was a significant difference between the start and the end of the ER training in the pre-service teachers’ acceptance of ER in the areas of perceived ease of use, enjoyment and attitudes, and in their self-efficacy. The findings based on the training journals show that participants positively evaluated the course. The participants also provided suggestions for improving it, such as additional training sessions, resources and time for experimentation. Value Our study reveals the impact of an ER training program and showcases the importance of integrating ER in pre-service teachers’ education.

show abstract

Teacher perceptions of training and intention to use robotics

Cited by 5 publications

References 8 publications

Robotic Education in 21st Century: Teacher Acceptance of Lego Mindstorms as Powerful Educational Tools

Robotic Education in 21st Century: Teacher Acceptance of Lego Mindstorms as Powerful Educational Tools

Acceptance of Robot‐Mediated Teaching and Therapy for Children With Atypical Development by Polish Professionals

An associational study: preschool teachers’ acceptance and self-efficacy towards Educational Robotics in a pre-service teacher training program

Contact Info

Product

Resources

About