survey about robots in education
195353428
A Survey of the General Public's Views on the Ethics of Using AI in Education
Recent scandals arising from the use of algorithms for user profiling to further political and marketing gain have popularized the debate over the ethical and legal implications of using such 'artificial intelligence' in social media. The need for a legal framework to protect the general public's data is not new, yet it is not clear whether recent changes in data protection law in Europe, with the introduction of the GDPR, have highlighted the importance of privacy and led to a healthy concern from the general public over online user tracking and use of data. Like search engines, social media and online shopping platforms, intelligent tutoring systems aim to personalize learning and thus also rely on algorithms that automatically profile individual learner traits. A number of studies have been published on user perceptions of trust in robots and computer agents. Unsurprisingly, studies of AI in education have focused on efficacy, so the extent of learner awareness, and acceptance, of tracking and profiling algorithms remains unexplored. This paper discusses the ethical and legal considerations for, and presents a case study examining the general public's views of, AI in education. A survey was recently taken of attendees at a national science festival event highlighting state of the art AI technologies in education. Whilst most participants (77% were worried about the use of their data, in learning systems fewer than 8% of adults were 'not happy' being tracked, as opposed to nearly two thirds (63% of children surveyed.
AIED
Annabel Latham Sean Goltz
27921105
Robots in the Classroom: What Teachers Think About Teaching and Learning with Education Robots
In the present study, we investigated teachers' attitudes toward teaching with education robots and robot mediated learning processes. We further explored predictors of attitudes, and investigated teachers' willingness to use robots in diverse learning settings. To do so, we conducted a survey with 59 German school teachers. Our results suggest that teachers held rather negative attitudes toward education robots. Further, our findings indicate a positive association between technology commitment and teachers' attitudes. Teachers reported a preferable use of robots in domains related to science, technology, engineering, and mathematics (STEM) Regarding expectations toward the future use of education robots, teachers mentioned their motivational potential, using robots as information source, or easy handling. Teachers' concerns, however, were associated with the disruption of teaching processes, additional workload, or the fear that robots might replace interpersonal relationships. Implications of our findings for theory and design of education robots are discussed.
ICSR
Natalia Reich Friederike Eyssel
13038628
Educational Robots in Primary School Teachers' and Students' Opinion about STEM Education for Young Learners.
The article discusses issues related to STEM education; it is emphasized that the need to prepare students with twenty first century skills through STEM related teaching is strong, especially at the elementary level. The authors stress that workshops, using kits to build and program robots, are a modern form of interdisciplinary education of children and youth. The rationale for conducting such activities in schools is found in the European reference framework in the context of training of key competences. Classes in robotics properly taught will have an impact on the development of mathematical literacy and scientific technical information and social competences. At the same time, competence is understood to mean a combination of knowledge, skills and attitudes appropriate to the situation. Besides, an analysis is presented of basic legal regulations in this matter as well as some results of a survey, conducted in Poland and Ukraine among in service teachers and prospective teachers.
Eugenia Smyrnova-Trybulska Nataliia Morze Piet Kommers Wojciech Zuziak Mariia Gladun Nataliia Viktorivna Morze Mariia Anatoliyivna Gladun
197704672
Interactions with an Empathic Robot Tutor in Education: Students' Perceptions Three Years Later
In 2015, and three years prior to the writing of this chapter, a three month field study of a humanoid empathic robot tutor was conducted at a primary school in Sweden with children in grades 4 6. At that time, video analysis of the children's interactions with the robot revealed that the children responded socially to the robot, but also that breakdowns often occurred during the interactions. Studies of robots in education are typically considered complete when the trial ends, which means that lasting or long term implications of the child robot relationship are seldom explored. The aim of this chapter is to explore children's retrospective perceptions of the child robot relationship in an educational setting. In a follow up study at the school in question, the children responded to a survey and participated in discussion groups in which they were asked about their relationships with the robot, their recollections of breakdowns and how this has affected their normative perspectives of robots, as well as their views on robots in relation to the notion of inclusive education. A key finding in this study is that, when compared to their peers without robot experience, the students had become more critical towards the idea of emotion recognition in robots.
Sofia Serholt
49539703
The Cautious Attitude of Teachers Towards Social Robots in Schools
Social robots are increasingly being applied in educational environments such as schools. It is important to understand the views of the general public as social acceptance will likely play a role in the adoption of such technology. Other literature suggests that teacher attitudes are a strong predictor of technology use in classrooms, so willingness to engage with social robots will influence application in practice. In this paper we present the results of a rigorously framed survey used to gather the views of both the general public and education professionals towards the use of robots in schools. Overall, we find that the attitude towards social robots in schools is cautious, but potentially accepting. We discuss the reported set of perceived obstacles for the broader adoption of robots in the classroom in this context. Interestingly, concerns about appropriate social skills for the robots dominate over practical and ethical concerns, suggesting that this should remain a focus for child robot interaction research.
RO MAN 2016
James Kennedy Severin Lemaignan Tony Belpaeme
148226243
A Survey on Parents' Cognition in the Robotics Education for Kindergarten and Elementary Students
Robots have been widely used for the education in kindergarten and elementary school. In this study, the cognition of parents on robots in education is investigated. The study is conducted by analyzing responses of 105 parents with kindergarten students and elementary schoolchildren. The survey results show that most students who have been taking the robotics education start it from five or seven years old. The students were mainly educated in the private institution. Therefore, the parents worry about the lack of professionalism about educational institute and teachers. In conclusion, the systematic curriculums and policy of robotic education are needed for kindergarten students and elementary students.
Myungin Hwang
168734443
Scientific development of smart farming technologies and their application in Brazil
Smart farming (SF) involves the incorporation of information and communication technologies into machinery, equipment, and sensors for use in agricultural production systems. New technologies such as the internet of things and cloud computing are expected to advance this development, introducing more robots and artificial intelligence into farming. Therefore, the aims of this paper are twofold: (i) to characterize the scientific knowledge about SF that is available in the worldwide scientific literature based on the main factors of development by country and over time and (ii) to describe current SF prospects in Brazil from the perspective of experts in this field. The research involved conducting semi structured interviews with market and researcher experts in Brazil and using a bibliometric survey by means of data mining software. Integration between the different available systems on the market was identified as one of the main limiting factors to SF evolution. Another limiting factor is the education, ability, and skills of farmers to understand and handle SF tools. These limitations revealed a market opportunity for enterprises to explore and help solve these problems, and science can contribute to this process. China, the United States, South Korea, Germany, and Japan contribute the largest number of scientific studies to the field. Countries that invest more in RD this could indicate which countries will be leaders in smart farming. The use of both research methods in a complementary manner allowed to understand how science frame the SF and the mains barriers to adopt it in Brazil.
Dieisson Pivoto Paulo Dabdab Waquil Edson Talamini Caroline Pauletto Spanhol Finocchio V F dalla Corte Giana de Vargas Mores
39808355
Present Evaluation Method of Examination: A Critical Survey
It has been said that the system mostly produces robots who possesses an amazing capacity for storing facts and churning them out at the press of the right button. Qualities like independent thinking, problem solving ability, initiative leadership skills and social competence fall by the wayside as getting high grades becomes their only goal. My present article tried to drive at the crux of the problem that whether present day evaluation system in examination is following the set norms of real evaluation or not. I have discussed in my paper that how the present education system is like training of monkeys to read and write. There is nothing creative here, except boycotting and vomiting. The students are unable to comprehend something, no skills are improved. Evaluation is something more than the examination. It includes quantitative description, qualitative description and value judgement, but in the examination we never do the qualitative assessment nor the value judgment. In my submission I have focused attention on teacher pupil relation also because effective use of communication skill makes the teaching effective and conveys the knowledge of the teacher to students. It is the students who are a better source of information about the communication skills of a teacher than anyone else. Hence evaluation system should be designed on THE PAPER Before writing about the crux of the topic, it should be cleared that what ,Evaluation" the word particular is carrying the significance? Ultimately the primary question rises that what is evaluation? Evaluation offers a way to determine whether an initiative has been worthwhile in terms of delivering what was intended and expected. However, good evaluation can also answer other important questions. Most evaluation falls into one of the three categories: (i) Process based(ii) Outcome based(iii) Impact basedPage 2 (i) Process based evaluations are used to understand how a programme works and delivers its results. (ii) Outcome based evaluations are used to measure any change immediately after programme implementation and to establish that these changes have occurred in response to the intervention being evaluated. (iii) Impact based evaluation is by far the most complex and difficult to carry out, the impact based evaluations examine the long term effects of an intervention on participants. The most successful type of impact based evaluation tracks effects over extended period of time, rather than simply examining conditions immediately "before" and "after" the intervention has been implemented. The million dollar question arises from the above theory of evaluation that whether these rules have been taken into consideration while evaluating the responses of our students in today"s examinationevaluation process. An honest answer to this is a big ,NO" In our today"s education system, which is by and large a legacy left by the British rulers suitable for them at that time to produce ,babus" in govt. offices for executing all the clerical works. In the present practice of schools and colleges and universities and other educational institutions not to hand over the answer books of the students at the time of declaring their results of examination. The completed answer books of the students of term and half yearly exams are being shown to students and again taken back by the educational institutions. The answer books of competitive examinations are not even shown to students/candidates and Page 3 finally return to them does not arise. If evaluated answer books are finally handed over to the students along with the final result, it would be fruitful for them to know their short comings while answering the Present Evaluation Method Of Examination A Critical Survey www.iosrjournals.org 46 Page questions in the examinations and they would be able to enhance their knowledge and also show better performance in next examination. The present evaluation method of examination particularly in Indian education system has become completely deviated from the set rules of evaluation. As it exists today, does not at all assess the real worth and intelligence of the candidate. If same answer is judged by the two different examiners, we find a lot of difference. One examiner may be liberal and another may be meticulous one, the way of marking differs a lot. The present day evaluation system in examination is nothing but a matter of chance factor, no certainty or reliability can be placed. Most of the students suffer from examination phobia, as the date of examination draws nearer, the students start becoming nervous. Many times, his nervousness so overpowers him, that even his best learnt lessons seem evaporated from his mind. Many times the question paper gives him utter shock, whatever the topics he left out, thinking unimportant or unworthy of appearing in the papers are there in the paper and topics of important find no place in the paper. Page 4 The existing examination system and procedure of judging one"s ability is so unnatural and faulty that a mediocre student can secure distinction marks and an intelligent may cut a sorry figure. Moreover in the present evaluation system excepting the question paper of objective type, only cram work is useful. One who possesses good power of cramming, facts and texts secure good marks rather than an intelligent, who could not cram but analyse in a proper manner. Our education system is universally criticized for a number of gaps in our examination system. It is criticized for not keeping pace with the demand of the outside world for not being scientific and comprehensive for not considering the practical skills required for good adjustment and for its traditional methods of measurements. Time and again various committees and commissions have tried to address the inherent malice in the examination system but for our conventional thinking nothing fruitful has resulted in this direction. NCF 2005 also emphasized the need for reforms in present examination system by making them child friendly and stress free. Hence it is felt that it is high time that we have a serious look into the issue and bring about some changes taking off its demerits for making examinations an important tool in assessment of child. As part of this the SCERT has conducted a number of meetings, seminars and workshops on examination reforms. The government of A.P.issued G.O.M.S. 122 dtd.5.10.2005 and constituted a core committee to examine the issues of introduction of grading system and other reforms in examinations. In continuation of this a meeting was organized in SCERT on 6.12.10 involving the experts from the state and national levels. Page 5 Our entire education system is centered around examinations. Evaluation means to conduct the examination and to give marks and ranks to students. Student"s knowledge is often limited to by hearing and reproducing the same in the examinations. Their innate talents are not recognized; instead their capability in writing examination is being tested. It is restricted to only by hearting or rot memory. There is no uniformity in evaluation, different types of evaluation systems are prevailing in different boards i.e. government, ICSE, CBSE etc. There is no flexibility in the conducting of tests. It is rigid board examinations are only helping in classifying students as meritorious and slow learners; that is in turn pass/fail. This leads to unhealthy discrimination. The tests and examinations conducted at present are only testing the memory power of the students; they are not measuring the higher order skills of learning, like analysis, synthesis and problem solving. The examinations are mechanical. Correcting and posting of marks is done routinely. There is no scope for remedial teaching and testing to know how far a student is lagging behind. Examinations are not helping in assessing the all round development of the student that is cocurriculum social personal qualities and health status and also they are not helping to testify their level of competency. Examination means the test of a student"s knowledge in prescribed subjects. An examination creates a sort of care in students to prepare their studies sincerely. Examinations may be of various types such as oral, written and practical. In lower classes oral test is conducted in lieu of written test since students do not have the ability to write at that age. In higher classes of course written test is invariably conducted. In science and technical studies, practical examinations are conducted. Page 6 Examination ascertains the proficiency of a student up to a certain limit. It induces students to prepare well in the subjects given to them. But by examination the real talent of students cannot be fathomed. The research minded scholars have been found not to have performed well in the stereotyped examinations. Present Evaluation Method Of Examination A Critical Survey www.iosrjournals.org 47 Page Whereas a mediocre student may perform well in an examination by preparing some selective topics, a meritorious student may not fare better comparatively. The reason is questions are set from a few topics. Instances of great men like Winston Churchill, Mahatma Gandhi, Albert Einstein and Eddison may be cited in this respect. Our examination compels students to prepare for those topics or for which students are not interested. Great minds cannot be tested by the prevailing evaluation of examination system that is defective. The term examination makes a student unnecessarily nervous as mentioned earlier in the present paper. Examinations are thought as a test of the ignorance of students. But it is not justifiable. The present system of examination encourages the habit of cramming. No step has yet been taken to rectify the defects so far. We find that a student fleets his time carelessly for the whole year without study as reading for a few days before the day of examination enables him to
Iosr Journals Laxmi Rani Dr Asim chatterjee
199591396
FORMUVANNIa KLIuChOVIKh I PREDMETNIKh KOMPETENTNOSTEI UChNIV ROBOTOTEKhNIChNIMI ZASOBAMI STEM OSVITI
The article deals with issues related to STEM education; the modern views of STEM education and peculiarities of the introduction of robotics as one of its branches in the educational process, its influence on the motivation of students; the need to prepare students for the skills of the twenty first century through the introduction of STEM education, starting with elementary school. The results of the survey conducted among teachers and future teachers in Ukraine on introduction of robotics in the educational process are presented. The results of the survey are demonstrated. It has shown that the study of robotics or its integration into educational subjects helps to stimulate the student's learning motivation, develops the ability to solve problems and improves their research work, gives children the opportunity to create their own product, and in this process express creative thinking. The problem of preparation of teachers for conducting classes using robots, their integration into educational subjects and the selection of robotic designers was explored. The kits for robotics classes for different age groups are described as well as demonstrated the capabilities of robotic kits and features of their application. The questions of implementation of robotics as a component of profile training are considered. The article focuses on the emergence of new professions related to the internet of things and, as a consequence, new specializations in higher education institutions. There are four courses on teaching the Internet of things that explain the components of the Internet of things and the interconnections between them. There is a conclusion about the effectiveness of using various training robotic kits. They can cover a wide area of educational objectives which form the skills of the 21st century.
Nataliia Morze Mariia Gladun Serhii M Dziuba
30594586
GUPPIE program A hands on STEM learning experience for middle school students
This paper describes the details of a theme based and hands on STEM learning program utilizing an underwater robot called GUPPIE. Glider for Underwater Problem solving and Promotion of Interest in Engineering (GUPPIE) is an example of a robot with oceanographic and environmental monitoring application. GUPPIE helps students to learn about fundamentals of physics (buoyancy, gravity, drag and lift force) electronics (circuitry and power distribution) programming, building (using tools and assembly) and testing in a systematic way. In this work we analyse the effects of the hands on activities with meaningful context on students' 1) confidence level; 2) attitude towards robotics; 3) and level of interest towards STEM careers. The survey results suggest that using robots with sensible real world applications improves young students' attitudes and interests towards robotics. Based on these results, introducing young students to topics that are not part of official school curriculum, such as programming, increases the excitement and confidence in early ages, especially for girls, and can result in pursuing STEM related subjects in higher education. Results also revealed that girls are more interested in building while boys are more attracted to programming.
2017 IEEE Frontiers in Education Conference (FIE)
Saeedeh Ziaeefard Brian R Page Lauren N Knop Guilherme Aramizo Ribeiro Michele H Miller Mohammad Rastgaar Nina Mahmoudian