Learning with Educational Companion Robots? Toward Attitudes on Education Robots, Predictors of Attitudes, and Application Potentials for Education Robots

2015 ◽  
Vol 7 (5) ◽  
pp. 875-888 ◽  
Author(s):  
Natalia Reich-Stiebert ◽  
Friederike Eyssel
Author(s):  
Ayşe Tuna

In most countries, the student population in schools continues to grow more diverse, and the unique learning needs of the students are recognized. In this respect, it is crucial to ensure that policies foster educational outcomes for all students, not just an average general education student. Since working on robots is very stimulating for especially young students, allowing them to develop key skills that will help them be successful during their school years and beyond in terms of problem-solving, creativity, scientific approach, and team spirit, robots are becoming more popular as an educational platform. For that reason, many types of robots are being involved in education. Robots with different features and capabilities, such as simple robots or socially interactive robots, are used in education, and usually, objectives and targets of a study and age group of students dictate the choices regarding robots. Considering the different roles of robots in education, in this chapter, the use of robots in the education of students with diverse needs is reviewed.


Sensors ◽  
2020 ◽  
Vol 20 (13) ◽  
pp. 3807
Author(s):  
Young Hoon Oh ◽  
Da Young Ju

Recent studies have addressed the various benefits of companion robots and expanded the research scope to their design. However, the viewpoints of older adults have not been deeply investigated. Therefore, this study aimed to examine the distinctive viewpoints of older adults by comparing them with those of younger adults. Thirty-one older and thirty-one younger adults participated in an eye-tracking experiment to investigate their impressions of a bear-like robot mockup. They also completed interviews and surveys to help us understand their viewpoints on the robot design. The gaze behaviors and the impressions of the two groups were significantly different. Older adults focused significantly more on the robot’s face and paid little attention to the rest of the body. In contrast, the younger adults gazed at more body parts and viewed the robot in more detail than the older adults. Furthermore, the older adults rated physical attractiveness and social likeability of the robot significantly higher than the younger adults. The specific gaze behavior of the younger adults was linked to considerable negative feedback on the robot design. Based on these empirical findings, we recommend that impressions of older adults be considered when designing companion robots.


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