Social robots in a project‐based learning environment: Adolescent understanding of robot–human interactions

Abstract

AbstractBackgroundAlthough human–robotic interaction is a rapidly burgeoning area of study within education, and social robots are being widely tested for use in schools, few studies have focused on early adolescent interactions with robots under actual classroom conditions.ObjectivesWe introduced an autonomous, social robot (‘Pepper’) into a project‐based learning environment at a public elementary/middle school in order to see how long‐term exposure to a robot in a project‐based classroom affected student conceptions of robots.MethodsWe conducted unstructured classroom observations, focus‐group interviews with students, and took videos of students interacting with the robot at key points in the project. We engaged in joint coding and memo writing to summarize key themes.ResultsOur results showed the limitations of these social robots as interactive educational technology, but also revealed the complexity of young adolescent beliefs about robots as social actors. Although current technology limits the ability of robots to be widely deployed in public‐school classrooms, skillfully designed interventions using social robots have the potential to motivate and engage students.TakeawaysExposure to the robot stimulated students to discuss robots as social actors, raised issues about gender identification of artificial agents in the classroom, and stimulated discussion on what constitutes a social being. The initial novelty of the humanoid robot enhanced engagement with the longer‐term project and also challenged teachers to be more reflective and flexible in planning the project.