KFU. Card publication. Reluctance to Authenticity-Imbued Social Robots as Child-Interaction Partners

KAZAN
FEDERAL UNIVERSITY

- RUS
- 中文
- ES

RELUCTANCE TO AUTHENTICITY-IMBUED SOCIAL ROBOTS AS CHILD-INTERACTION PARTNERS

Form of presentation

Articles in international journals and collections

Year of publication

2024

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Authors, employees of KFU

Valeeva Roza Alekseevna, author

Latypova Liliya Agzamovna, author

Bibliographic description in the original language

Istenic A, Latypova L, Rosanda V, Reluctance to Authenticity-Imbued Social Robots as Child-Interaction Partners//Education Sciences. - 2024. - Vol.14, Is.4. - Art. ¹390.

Annotation

We are facing the rapid development of educational technology and social robots tested in classrooms. Research has identified teachers' caution and concerns about these robots' social skills. Pre-service education is critical for forming beliefs and preparing teachers for the future classroom and innovations in educational technology. In the present study, exploratory factor analysis is applied to examine pre-service teachers' concerns about social robots' instructional integration in the role of social agents interacting with children. We apply a concerns scale encompassing the instructional and socio-emotional concerns regarding robots' instructional integration in the classroom environment. In this study, the scale, which was developed in Slovenia, is examined in the Russian cultural context. Based on the concerns scale, exploratory factor analysis identifies a one-factor solution with five statements (of a six-item factor) shared with the Slovene sample, adding three statements focusing on the importance of the teacher's role. Russian pre-service teachers share concerns with Slovene pre-service teachers and further highlight the authenticity of unique human relationships and interactions. Slovenian pre-service teachers are more focused on children's social skills and well-being, while Russian participants give special attention to the teacher's role and value and believe that it would be wrong to place the robot in a classroom for such a purpose. They do not consider the robot's human-like interaction skills sufficient for it to be assigned the role of a social agent and interaction partner in the classroom. The inappropriateness of the robot for pedagogical interactions and relationships is the basis of all their concerns. The Kruskal–Wallis test identified the moderate magnitude of the difference between the groups (ε 2 = 0.07–0.12), with Russian pre-service teachers presenting the strongest reluctance towards authenticity-imbued social robots in pedagogical roles. The authors emphasize the need to clearly state stakeholders (roboticists, teachers, children, parents) in the research design and their roles in the evaluation of robot implementation.

Keywords

child, learning, teaching, pre-service teachers, social robot, robot educational technology, robot?child interaction, concerns scale

The name of the journal

Education Sciences

URL

https://www.scopus.com/inward/record.uri?eid=2-s2.0-85191317915&doi=10.3390%2feducsci14040390&partnerID=40&md5=79b5bfcc36e1ec90ab8a2e27911291b8

Please use this ID to quote from or refer to the card

https://repository.kpfu.ru/eng/?p_id=302301&p_lang=2

Full metadata record

Field DC	Value	Language
dc.contributor.author	Valeeva Roza Alekseevna	ru_RU
dc.contributor.author	Latypova Liliya Agzamovna	ru_RU
dc.date.accessioned	2024-01-01T00:00:00Z	ru_RU
dc.date.available	2024-01-01T00:00:00Z	ru_RU
dc.date.issued	2024	ru_RU
dc.identifier.citation	Istenic A, Latypova L, Rosanda V, Reluctance to Authenticity-Imbued Social Robots as Child-Interaction Partners//Education Sciences. - 2024. - Vol.14, Is.4. - Art. ¹390.	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=302301&p_lang=2	ru_RU
dc.description.abstract	Education Sciences	ru_RU
dc.description.abstract	We are facing the rapid development of educational technology and social robots tested in classrooms. Research has identified teachers' caution and concerns about these robots' social skills. Pre-service education is critical for forming beliefs and preparing teachers for the future classroom and innovations in educational technology. In the present study, exploratory factor analysis is applied to examine pre-service teachers' concerns about social robots' instructional integration in the role of social agents interacting with children. We apply a concerns scale encompassing the instructional and socio-emotional concerns regarding robots' instructional integration in the classroom environment. In this study, the scale, which was developed in Slovenia, is examined in the Russian cultural context. Based on the concerns scale, exploratory factor analysis identifies a one-factor solution with five statements (of a six-item factor) shared with the Slovene sample, adding three statements focusing on the importance of the teacher's role. Russian pre-service teachers share concerns with Slovene pre-service teachers and further highlight the authenticity of unique human relationships and interactions. Slovenian pre-service teachers are more focused on children's social skills and well-being, while Russian participants give special attention to the teacher's role and value and believe that it would be wrong to place the robot in a classroom for such a purpose. They do not consider the robot's human-like interaction skills sufficient for it to be assigned the role of a social agent and interaction partner in the classroom. The inappropriateness of the robot for pedagogical interactions and relationships is the basis of all their concerns. The Kruskal–Wallis test identified the moderate magnitude of the difference between the groups (ε 2 = 0.07–0.12), with Russian pre-service teachers presenting the strongest reluctance towards authenticity-imbued social robots in pedagogical roles. The authors emphasize the need to clearly state stakeholders (roboticists, teachers, children, parents) in the research design and their roles in the evaluation of robot implementation.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject	child	ru_RU
dc.subject	learning	ru_RU
dc.subject	teaching	ru_RU
dc.subject	pre-service teachers	ru_RU
dc.subject	social robot	ru_RU
dc.subject	robot educational technology	ru_RU
dc.subject	robot?child interaction	ru_RU
dc.subject	concerns scale	ru_RU
dc.title	Reluctance to Authenticity-Imbued Social Robots as Child-Interaction Partners	ru_RU
dc.type	Articles in international journals and collections	ru_RU