Robots in Education: A Jordanian University Case Study

Abstract

This paper adopts a technology acceptance model used for studying Robot’s acceptance and focuses on the acceptance of robotic technologies. Despite a wide range of studies on the acceptance and usage of robotics technologies in different fields, there is lacuna of empirical evidence on the acceptance of robotics technologies in the educational context. We contribute to the scholarship on robotics technologies in an educational context, by using qualitative semi-structured interviews, and proposing a research model to empirically explore the main factors affecting the acceptance of robotics technologies, and particularly among university students. We contribute to practice by offering insights on users' expectations and intentions toward the potential use of robot services to both robot developers, and educational institutions alike. The results revealed a potential impact of effort expectancy, performance expectancy, social influence, and facilitating conditions on the intention behavior towards using robots as academic advisors. Additionally, an emergent dimension (i.e. emotions) was found to have an influence on the behavioral intentions, via its proposed impact on performance and effort expectancies. Overall, social characteristics of robots ought to be considered when investigating their acceptance, specifically when used as social entities in a human environment.

Disruptive human resource management technologies: a systematic literature review

“…Besides, although the E-HRM has been researched in different institutional settings, there are gaps in its application in educational institutions. Thus, future research could focus on how education influences E-HRM or how educational institutions incorporate EHRM into higher education (Almahameed et al, 2020;G omez-Mart ınez et al, 2020). What types of competencies should be taught to enable EHRM?…”

Nivel de conocimiento de la robótica educativa en una universidad peruana

“…El docente se enfrenta a los nuevos desafíos que plantean estas nuevas tecnologías. Según Sánchez (2019) y Almahameheed et al (2020), la generación que educamos nace con una TIC bajo el brazo y por eso su condición de nativos digitales. Mientras que sus docentes, migrantes digitales en su mayoría, serán los encargados de transformar la enseñanza tradicional en una educación remota, digital o en un aprendizaje en línea De manera paralela también se enfrentan al reto de la reproducción de información frente a la generación de conocimiento.…”