How Could Companion Robots Be Useful in Rural Schools?

Broadbent, Elizabeth; Feerst, Danielle; Lee, Seung Ho; Robinson, Hayley; Albó-Canals, Jordi; Ahn, Ho Seok; MacDonald, Bruce A.

doi:10.1007/s12369-017-0460-5

Cited by 29 publications

(20 citation statements)

References 18 publications

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“…Furthermore, unlike previous studies that focused on the interactions between the robot teacher and children primary school children (Broadbent et al, 2018;Serholt et al, 2017), or surveyed adults (Serholt et al, 2017;Ahmad et al, 2016), this research study targeted respondents aged 16 and above. They were close in age to the students in the video and shared common subjects with them, thus making the video even more relatable to the students.…”

Section: Resultsmentioning

confidence: 99%

An Uncanny Partnership: Impact of Increased Awareness on Receptivity of Indian High Schoolers to Robot Teachers

Arora¹

2020

J Stud Res

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Robots have become an increasingly important part of our lives. They have been introduced in the education sector in the form of social robots with humanoid features that allow them to deliver lessons and interact with students. Despite the fact that research has shown that students aged 12 and below improve their learning when taught by robots and enjoy interacting with them, there are lingering concerns about their widespread use. The concerns include the lack of accountability, the impact of robots on normal socio-emotional development, and the dependence of robots on outside support. This research study aimed to assess the impact of increased awareness of the role of an assistant robot teacher in the classroom on the receptivity of high school students towards the inclusion of assistant robot teachers in the classroom. Specifically, the respondents were asked to rate their perceptions of the potential benefits of having an assistant robot teacher in the classroom before and after watching an informational video clip about an assistant robot teacher. The video clip features an Indian international school’s advocacy for the deployment of an assistant robot teacher. The results showed that the video clearly had a statistically positive impact on increasing the respondents’ receptivity towards having an assistant robot teacher. Based on the respondents’ responses, it is evident that they were clear about the strengths (vast knowledge repository, animation, graphics) and limitations (contextual response) of the robots.

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Section: Resultsmentioning

confidence: 99%

An Uncanny Partnership: Impact of Increased Awareness on Receptivity of Indian High Schoolers to Robot Teachers

Arora¹

2020

J Stud Res

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“…Furthermore, the teachers' role will be transformed into a supervisor. The current intelligent educational robot also faces some severe challenges that entail the difficulty in realising automatic social interaction, the development of automatic speech recognition and social signal processing have not yet met the needs of practical application, computer vision has limited ability to deal with common problems in education and home environments and the number of social behaviours of robots does not improve the learning effect (Broadbent et al, 2018). Another critical AI application is intelligent tutoring system.…”

Section: 1the Influence Of Ai Application On Students' Learningmentioning

confidence: 99%

“…An intelligent robot can be not only a learning partner of students but also a tutor for students. Robot tutors have a friendly interaction and consolation effects and can be used as cognitive tools for children with autism spectrum disorders and personalised learning tutors for children with hearing and language impairment (Broadbent et al, 2018). Koedinger and Aleven, (2015) found that although the intelligent tutoring system can significantly improve students' academic performance, cultivating students' ability to analyse and solve problems is still a challenge for the intelligent tutoring system.…”

Section: Introductionmentioning

confidence: 99%

Identification and analysis of core topics in educational artificial intelligence research: A Bibliometric analysis

Pua¹,

Ahmad²,

Khambari³

2021

CJES

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Educational artificial intelligence (EAI) means an integration of artificial intelligence (AI) and educational science that is going to serve as an authoritative element of the education system in the future. However, limited bibliographic analysis study have been carried out with the purpose of conceptualising the advancements in this field of educational billiography This study aim is to identify and analysis the core topics using keywords. The method of study is using the Keywords and cluster analysis by conducting a bibliometric review of 8,660 articles that have been published from 2000 to 2020 with the help of CiteSpace software. The results reveal that EAI research primarily encompasses three controversial topics. There is controversy about the AI application to students, AI does not replace teachers and AI algorithms have great contribution in the development of education sector. Study concluded that, AI applications can improve the effectiveness of students’ learning, AI can replace part of the teachers’ work, the relationship between the teacher and the machine should be cooperation, not the relationship between replacement and being replaced, under the premise that teachers give full play to their initiative and innovation. Keywords: Educational artificial intelligence, core topics, Bibliometric analysis, CieSpace, Interactive learning environments

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“…Following these results, the same research team is currently running an interdisciplinary effort to design an SAR with the express purpose of reducing teens' stress (Rose et al, 2019). In younger children, one qualitative study found that the majority of children in several rural schools reported experiencing numerous positive emotions, such as "calm" and "happy," after interacting with an SAR (Broadbent et al, 2018). Furthermore, our research group recently evaluated the ability of an SAR to address mood and anxiety symptoms in a community sample of young children (Crossman et al, 2018).…”

mentioning

confidence: 99%

“…SARs have thus been designed to provide the support and comfort associated with therapy animals while circumventing many of these barriers to care. Socially assistive robots could be used in locations where therapy animals are not permitted, as well as with a wide range of individuals, regardless of their allergies or fears of animals (Broadbent et al, 2018 ; Logan et al, 2019 ). These features, in addition to their transportable design, allow them to be easily disseminated and used in a vast array of settings (Rabbitt et al, 2015 ).…”

mentioning

confidence: 99%

Evaluating the Role of a Socially Assistive Robot in Children’s Mental Health Care

et al. 2021

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Socially assistive robots (SARs) present a promising intervention for addressing the increasing prevalence of childhood stress. This innovative technology has become increasingly common in practical implementation. However, empirical support has not kept pace with the robots' growing popularity. The present study set out to provide an empirical test of the stress-buffering capability of this technology. We examined the effects of the presence of an SAR on self-reported measures of stress in a community sample of 70 children (40 girls, 30 boys) between the ages of 7 and 10 years old. Child participants were randomly assigned to either a robot-present or a robot-absent condition during the Trier Social Stress Test for Children. Contrary to our predictions, we did not detect a stress-buffering effect of the presence of the robot. Instead, the primary analysis showed that the robot's presence led to a larger decrease in positive affect following the task. However, further analyses found no significant difference in positive affect when accounting for baseline group differences. Exploratory analyses of the nature of children's interactions with the SAR during the stressful task found that higher levels of parentreported social anxiety were associated with greater prosocial behaviors towards the SAR, thus signifying a potential target for future interventions. Further work on SARs is needed to determine the optimal timing and robotic specifications that would maximize the potential of this developing technology to improve children's mental health care.

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How Could Companion Robots Be Useful in Rural Schools?

Cited by 29 publications

References 18 publications

An Uncanny Partnership: Impact of Increased Awareness on Receptivity of Indian High Schoolers to Robot Teachers

An Uncanny Partnership: Impact of Increased Awareness on Receptivity of Indian High Schoolers to Robot Teachers

Identification and analysis of core topics in educational artificial intelligence research: A Bibliometric analysis

Evaluating the Role of a Socially Assistive Robot in Children’s Mental Health Care

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