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

Artikel i vetenskaplig tidskrift
Författare Sofia Serholt
Wolmet Barendregt
Asimina Vasalou
Patrícia Alves-Oliveira
Aidan Jones
Sofia Petisca
Ana Paiva
Publicerad i AI & SOCIETY: Journal of Knowledge, Culture and Communication
Volym 32
Nummer/häfte 4
Sidor 613–631
ISSN 0951-5666
Publiceringsår 2017
Publicerad vid Linnécentret for forskning om lärande (LinCS)
Institutionen för tillämpad informationsteknologi (GU)
Sidor 613–631
Språk en
Länkar link.springer.com/article/10.1007/s...
rdcu.be/nm4U
Ämnesord Educational robots, Social implications, Ethics, Teachers’ perspectives, Thematic analysis, Focus group
Ämneskategorier Datorseende och robotik (autonoma system), Etik

Sammanfattning

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.

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