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Robotska podpora pri pouku
Verner, I. M., A. Polishuk in N. Krayner. 2016. »Science Class with RoboThespian:
Using a Robot Teacher to Make Science Fun and Engage Students.« IEEE
Robotics & Automation Magazine 23 (2): 74–80.
Veruggio, G. 2006. »The Euron Roboethics Roadmap.« V 2006 6th IEEE-RAS Inter-
national Conference on Humanoid Robots, 612–617. Piscataway, NJ: Institute
of Electrical and Electronics Engineers.
A Robot-Supported Lesson
Scientists have proven that social robots can be effectively used for educa-
tional purposes at all levels of education and in all subjects. This educational
technology has some features that previous educational technologies did not
present. The support of artificial intelligence enables social robots to act as
a human interaction partner in private and public life, therefore social robot
technology represents a technological and social radical innovation. In the pa-
per, we discuss the use of social robots in education at the current stage of
development, reservations and potential advantages of using social robots in
education. We present a hypothetical profile of a group of future teachers who
reject this technology on pedagogical grounds. In the empirical part, we tested
the scale of reservations that future teachers state regarding the use of social
robots in elementary school lessons.
Keywords: educational technology, social robots, education, future teachers
121
Verner, I. M., A. Polishuk in N. Krayner. 2016. »Science Class with RoboThespian:
Using a Robot Teacher to Make Science Fun and Engage Students.« IEEE
Robotics & Automation Magazine 23 (2): 74–80.
Veruggio, G. 2006. »The Euron Roboethics Roadmap.« V 2006 6th IEEE-RAS Inter-
national Conference on Humanoid Robots, 612–617. Piscataway, NJ: Institute
of Electrical and Electronics Engineers.
A Robot-Supported Lesson
Scientists have proven that social robots can be effectively used for educa-
tional purposes at all levels of education and in all subjects. This educational
technology has some features that previous educational technologies did not
present. The support of artificial intelligence enables social robots to act as
a human interaction partner in private and public life, therefore social robot
technology represents a technological and social radical innovation. In the pa-
per, we discuss the use of social robots in education at the current stage of
development, reservations and potential advantages of using social robots in
education. We present a hypothetical profile of a group of future teachers who
reject this technology on pedagogical grounds. In the empirical part, we tested
the scale of reservations that future teachers state regarding the use of social
robots in elementary school lessons.
Keywords: educational technology, social robots, education, future teachers
121
