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Students’ Normative Perspectives on Classroom Robots

Conference paper
Authors Sofia Serholt
Wolmet Barendregt
Dennis Kuester
Aidan Jones
Patrícia Alves-Oliveira
Ana Paiva
Published in What Social Robots Can and Should Do
Publisher IOS Press
Publication year 2016
Published at The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS)
Department of Applied Information Technology (GU)
Language en
Keywords normative perspectives, children, students, classroom robots
Subject categories Educational Sciences, Ethics


As robots are becoming increasingly common in society and education, it is expected that autonomous and socially adaptive classroom robots may eventually be given responsible roles in primary education. In this paper, we present the results of a questionnaire study carried out with students enrolled in compulsory education in three European countries. The study aimed to explore students’ normative perspectives on classroom robots pertaining to roles and responsibilities, student-robot relationships, and perceptive and emotional capabilities in robots. The results suggest that, although students are generally positive toward the existence of classroom robots, certain aspects are deemed more acceptable than others.

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