Form of presentation | Articles in international journals and collections |
Year of publication | 2024 |
Язык | английский |
|
Valeeva Roza Alekseevna, author
|
Bibliographic description in the original language |
Istenic A, Latypova L, Rosanda V, Reluctance to Authenticity-Imbued Social Robots as Child-Interaction Partners//Education Sciences. - 2024. - Vol.14, Is.4. - Art. №390. |
Annotation |
We are facing the rapid development of educational technology and social robots tested in classrooms. Research has identified teachers' caution and concerns about these robots' social skills. Pre-service education is critical for forming beliefs and preparing teachers for the future classroom and innovations in educational technology. In the present study, exploratory factor analysis is applied to examine pre-service teachers' concerns about social robots' instructional integration in the role of social agents interacting with children. We apply a concerns scale encompassing the instructional and socio-emotional concerns regarding robots' instructional integration in the classroom environment. In this study, the scale, which was developed in Slovenia, is examined in the Russian cultural context. Based on the concerns scale, exploratory factor analysis identifies a one-factor solution with five statements (of a six-item factor) shared with the Slovene sample, adding three statements focusing on the importance of the teacher's role. Russian pre-service teachers share concerns with Slovene pre-service teachers and further highlight the authenticity of unique human relationships and interactions. Slovenian pre-service teachers are more focused on children's social skills and well-being, while Russian participants give special attention to the teacher's role and value and believe that it would be wrong to place the robot in a classroom for such a purpose. They do not consider the robot's human-like interaction skills sufficient for it to be assigned the role of a social agent and interaction partner in the classroom. The inappropriateness of the robot for pedagogical interactions and relationships is the basis of all their concerns. The Kruskal–Wallis test identified the moderate magnitude of the difference between the groups (ε 2 = 0.07–0.12), with Russian pre-service teachers presenting the strongest reluctance towards authenticity-imbued social robots in pedagogical roles. The authors emphasize the need to clearly state stakeholders (roboticists, teachers, children, parents) in the research design and their roles in the evaluation of robot implementation. |
Keywords |
child, learning, teaching, pre-service teachers, social robot, robot educational technology, robot?child interaction, concerns scale |
The name of the journal |
Education Sciences
|
URL |
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85191317915&doi=10.3390%2feducsci14040390&partnerID=40&md5=79b5bfcc36e1ec90ab8a2e27911291b8 |
Please use this ID to quote from or refer to the card |
https://repository.kpfu.ru/eng/?p_id=302301&p_lang=2 |
Full metadata record ![](https://shelly.kpfu.ru/pdf/picture/arrow_black_right.gif) |
Field DC |
Value |
Language |
dc.contributor.author |
Valeeva Roza Alekseevna |
ru_RU |
dc.date.accessioned |
2024-01-01T00:00:00Z |
ru_RU |
dc.date.available |
2024-01-01T00:00:00Z |
ru_RU |
dc.date.issued |
2024 |
ru_RU |
dc.identifier.citation |
Istenic A, Latypova L, Rosanda V, Reluctance to Authenticity-Imbued Social Robots as Child-Interaction Partners//Education Sciences. - 2024. - Vol.14, Is.4. - Art. №390. |
ru_RU |
dc.identifier.uri |
https://repository.kpfu.ru/eng/?p_id=302301&p_lang=2 |
ru_RU |
dc.description.abstract |
Education Sciences |
ru_RU |
dc.description.abstract |
We are facing the rapid development of educational technology and social robots tested in classrooms. Research has identified teachers' caution and concerns about these robots' social skills. Pre-service education is critical for forming beliefs and preparing teachers for the future classroom and innovations in educational technology. In the present study, exploratory factor analysis is applied to examine pre-service teachers' concerns about social robots' instructional integration in the role of social agents interacting with children. We apply a concerns scale encompassing the instructional and socio-emotional concerns regarding robots' instructional integration in the classroom environment. In this study, the scale, which was developed in Slovenia, is examined in the Russian cultural context. Based on the concerns scale, exploratory factor analysis identifies a one-factor solution with five statements (of a six-item factor) shared with the Slovene sample, adding three statements focusing on the importance of the teacher's role. Russian pre-service teachers share concerns with Slovene pre-service teachers and further highlight the authenticity of unique human relationships and interactions. Slovenian pre-service teachers are more focused on children's social skills and well-being, while Russian participants give special attention to the teacher's role and value and believe that it would be wrong to place the robot in a classroom for such a purpose. They do not consider the robot's human-like interaction skills sufficient for it to be assigned the role of a social agent and interaction partner in the classroom. The inappropriateness of the robot for pedagogical interactions and relationships is the basis of all their concerns. The Kruskal–Wallis test identified the moderate magnitude of the difference between the groups (ε 2 = 0.07–0.12), with Russian pre-service teachers presenting the strongest reluctance towards authenticity-imbued social robots in pedagogical roles. The authors emphasize the need to clearly state stakeholders (roboticists, teachers, children, parents) in the research design and their roles in the evaluation of robot implementation. |
ru_RU |
dc.language.iso |
ru |
ru_RU |
dc.subject |
child |
ru_RU |
dc.subject |
learning |
ru_RU |
dc.subject |
teaching |
ru_RU |
dc.subject |
pre-service teachers |
ru_RU |
dc.subject |
social robot |
ru_RU |
dc.subject |
robot educational technology |
ru_RU |
dc.subject |
robot?child interaction |
ru_RU |
dc.subject |
concerns scale |
ru_RU |
dc.title |
Reluctance to Authenticity-Imbued Social Robots as Child-Interaction Partners |
ru_RU |
dc.type |
Articles in international journals and collections |
ru_RU |
|