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A review of social robots in classrooms: Emerging educational technology and teacher education

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  Digital Object Identifier (DOI): 10.26907/esd14.3.09
  Volume Number: 14 | Issue Number: 3 | Pages: 93 - 106
  Published: September 2019
  Article Keyword(s): artificial intelligence, co-present robot, educational technology, social robot, teacher education
  Article Author(s) - listed alphabetically: Andreja Istenic Starcic, Violeta Rosanda
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The 21st century is the age of robots, an age in which we are witnessing the development of social
robots for education. In the future teachers will be required by the labour market to prepare students
for work with robotic technology and co-work and interact with robots. Initial teacher education
needs to follow the development of robots and prepare students and teachers in applying robotic
technology in teaching. In the review study, we aim to identify how robotic technology is applied in
classrooms on different educational levels and subjects. We performed a review of the Web of Science
Database for the period between 2006 and 2018. The analysis categories included: the educational
level and research participants who experienced social robot activities, subject areas, outcome
types and robot-learner interaction time. We also examined the research design and publication
source. Findings indicate that the educational-pedagogical aspects in the studies often represent
more a vehicle, rather than a final goal of integrating robots into teaching practice. The studies
reviewed focus mostly on mixed human-robot interaction (HRI) and educational-pedagogical
outcomes. Robotic learning activities are prepared in the function of research goals, and not for
the introduction of robots into regular teaching practices. They engage a small number of students
in a diversity of learning contexts. Robot-learner interaction takes place primarily as a unique
experience or as several short-term ones, during fragmented activities that rarely approach the time
unit of the lesson. Robots carry out short, detailed tasks in classrooms for which lengthy studies and
preparations have been required. The novelty of this work is in focusing also on (1) The demarcation
between the focus of studies on educational-pedagogical outcomes; educational-pedagogical and
HRI outcomes; HRI outcomes; (2) study of the robot-learner interaction time dimension.

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Journal Information

Publisher

Education and Self Development (E&SD) is published by Kazan Federal University (KFU)
See http://kpfu.ru/eng

Contact

"Education and Self Development"
Office 59, 1 Mezhlauk Street
Kazan 420021
Russia Federation

  +7 (843) 221 3475
  +7 (917) 904 9885
  samorazvitie@mail.ru

ISSN

ISSN 1991-7740

Frequency of Publication

E&SD publishes four print issues each year. It was established in June 2006

Impact Factor and Ranking

The Journal has been accepted for inclusion in Scopus and is applying for inclusion in Web of Science. At present it has not established an impact factor or ranking but these will be forthcoming.

Open Access

E&SD is an online, open access journal fully funded by Kazan Federal University. The Journal is a signatory to the Budapest Open Access Initiative and is committed to ensuring that all of the articles we publish are freely available. Articles are available to all without charge, and there are no article processing charges (APCs) for authors.

Scope Statement

Available here…

Article Keywords

competence competence approach creativity critical thinking didactics e-learning education educational process educational standard educational technology evaluation feedback future teachers higher education identification identity inclusive education lifelong learning model multicultural education pedagogy personality problem-based learning professional competence professional development professional orientation quality quality of education reading comprehension reflection self-assessment self-development strategy structure students subjectivity teacher teacher education teachers teacher training technology training uncertainty university upbringing

Article Authors

Agzam A. Valeev Albina R. Drozdikova-Zaripova Alena Hašková Andreja Istenic Starcic Andreja Istenič Anna I. Akhmetzyanova Anna Kobtseva Aydar M. Kalimullin Aydar Minimansurovich Kalimullin Branka Radulović Colin Latchem Elena Ibragimova Elina B. Khobotova Evsyukova E.A. Fatemeh Khonamri Gasangusein I. Ibragimov Hai-Yan Nie Ian Menter Idiyatov I.E. Ilshat R. Gafurov Inna V. Krotova Kadriya Shakirova Liliana Shakirova Lira V. Artishcheva Mahmoud Azizi Martina Pavlikova Milausha V. Gabdulkhakova Milica Krivokapic Mourat Tchoshanov Natalya N. Kalatskaya Nick Rushby Olga F. Shikhova Olga G. Smolyaninova Olga K. Evdokimova Roza A. Valeeva Rushby N.J Valerian F. Gabdulсhakov Valerian Faritovich Gabdulchakov Veronika B. Veretennikova Violeta Rosanda Vsevolod V. Andreev Yu Cheng Shen Yulia Yu. Vlasova Yuri A. Shikhov Zdenka Gadušová

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