Designing the future of education:From tutor robots to intelligent playthings

Robots exhibiting social behaviors have shown promising effects on children’s education. Like many analogue and digital educational devices in the past, robotic technology brings concerns along with opportunities for innovation. Tutor robots in the classroom are not meant to replace teachers, but to complement existing curricula with personalized learning experiences and one-on-one tutoring. The educational paradigm of tutor robots have insofar limited to replicate models from formal education, but many are the technical, ethical and de- sign challenges to bring this paradigm forward. Moreover, the educational paradigm of tutor robots de-facto perpetuates the exclusion of playful learning by doing with peers and objects, which is arguably the most important aspect of children’s upbringing and, yet, themost overlooked in formal education. Increasingly, robotics applications to children’s education are shifting from tutor-like paradigm to an intelligent playthings paradigm: to promote active, open-ended and independent learning through play with peers. This article is an invitation to reflect on the role that robotic technology, especially tutor robots and intelligent playthings, could play for children’s learning and development. The complexity of designing for children’s learning highlights the necessity to start a trans-disciplinary discussion to shape the future of education and foster a positive societal impact of robots for children’s learning

The case of classroom robots: teachers’ deliberations on the ethical tensions

Robots are increasingly being studied for use in education. It is expected that robots will have the potential to facilitate children’s learning and function autonomously within real classrooms in the near future. Previous research has raised the importance of designing acceptable robots for different practices. In parallel, scholars have raised ethical concerns surrounding children interacting with robots. Drawing on a Responsible Research and Innovation perspective, our goal is to move away from research concerned with designing features that will render robots more socially acceptable by end users toward a reflective dialogue whose goal is to consider the key ethical issues and long-term consequences of implementing classroom robots for teachers and children in primary education. This paper presents the results from several focus groups conducted with teachers in three European countries. Through a thematic analysis, we provide a theoretical account of teachers’ perspectives on classroom robots pertaining to privacy, robot role, effects on children and responsibility. Implications for the field of educational robotics are discussed.info:eu-repo/semantics/acceptedVersio

Human-centred design methods : developing scenarios for robot assisted play informed by user panels and field trials

Original article can be found at: http://www.sciencedirect.com/ Copyright ElsevierThis article describes the user-centred development of play scenarios for robot assisted play, as part of the multidisciplinary IROMEC1 project that develops a novel robotic toy for children with special needs. The project investigates how robotic toys can become social mediators, encouraging children with special needs to discover a range of play styles, from solitary to collaborative play (with peers, carers/teachers, parents, etc.). This article explains the developmental process of constructing relevant play scenarios for children with different special needs. Results are presented from consultation with panel of experts (therapists, teachers, parents) who advised on the play needs for the various target user groups and who helped investigate how robotic toys could be used as a play tool to assist in the children’s development. Examples from experimental investigations are provided which have informed the development of scenarios throughout the design process. We conclude by pointing out the potential benefit of this work to a variety of research projects and applications involving human–robot interactions.Peer reviewe

A proposal to act on Theory of Mind by applying robotics and virtual worlds with children with ASD

The article proposes an intervention framed under a single-subject research design where robotics and a 3D virtual environment are used jointly to improve the development of Theory of Mind in children with ASD. The project aims at verifying if the use of a humanoid robot, with high interactive abilities and responses, along with a virtual robot in a social virtual world can enable an improved comprehension of emotions and perspective taking. Specifically the planned activities are designed to gradually support the subjects with ASD in interactional settings in order to make them acquire the needed self-confidence to finally interact with a classmate in the virtual environment

Embodied Robot Models for Interdisciplinary Emotion Research

Due to their complex nature, emotions cannot be properly understood from the perspective of a single discipline. In this paper, I discuss how the use of robots as models is beneficial for interdisciplinary emotion research. Addressing this issue through the lens of my own research, I focus on a critical analysis of embodied robots models of different aspects of emotion, relate them to theories in psychology and neuroscience, and provide representative examples. I discuss concrete ways in which embodied robot models can be used to carry out interdisciplinary emotion research, assessing their contributions: as hypothetical models, and as operational models of specific emotional phenomena, of general emotion principles, and of specific emotion ``dimensions''. I conclude by discussing the advantages of using embodied robot models over other models.Peer reviewe

Corona virus (COVID- 19) and education for all achievement: artificial intelligence and special education needs- achievements and challenges

The shortage of well-trained teachers especially in special education is a serious problem worldwide. To attain education for all as enshrined in the Sustainable Development Goals (SDGs), there is urgent need for robot ways of solving this problem with grave consequences for the future of children with disabilities and special education needs. Thus, education delivery methods like other services need to be innovative. The purpose of this studi is to examine the achievements and challenges in the application of AI for teaching children with special education needs. This research used the literature review method. The result of this study shows that AI has the power to enhance learning for children with special needs while curbing some of the problems such children are encountering in accessing quality and relevant education. In conclusion the findings revealed some significant achievements and the possibilities of more if the appropriate technologies are applied consistently with the right environment both in schools and homes

Leveraging Douyin for Enhanced Learning Motivation: A Study on Educational Strategies and Student Attitudes

This study investigates the integration of Douyin, known globally as TikTok, in educational settings to enhance student learning motivation. The research aims to understand how the use of Douyin, a platform predominantly used for entertainment, can be effectively repurposed for educational purposes. The study is structured around several key areas: student engagement, self-regulation, teacher facilitation, peer collaboration, personalized learning, and student attitudes towards using Douyin in an educational context. A mixed-method approach is employed, involving both quantitative and qualitative data collection through surveys, interviews, and observational studies. The quantitative data assesses the impact of Douyin on various learning motivation factors, while qualitative data provides in-depth insights into student and teacher experiences. The findings suggest that when used strategically, Douyin can significantly enhance student engagement, promote active learning, and foster a positive learning environment. The study also highlights the importance of teachers’ roles in facilitating effective use of Douyin and the influence of student attitudes on learning outcomes.This research contributes to the growing body of knowledge on digital technology in education, offering practical implications for educators seeking to integrate social media platforms like Douyin into their teaching practices