Main Article Content
Despite the proven potential of educational robotics as a learning tool to promote disciplinary and transversal skills needed in 21st-century society, robots are still underused in schools. Teachers’ attitudes towards educational robotics play an important role in whether or not robotics is implemented in schools. This study analyses the attitudes of 174 teachers towards educational robotics, differentiating by region, gender, age, school level and disciplines taught. The results show that teachers are interested in educational robotics and that they perceive potential in the use of robots for the development of transversal skills. Some factors that limit the implementation of robotics are the costs, the time needed to prepare the activities and the fact that technologies are massively present in our everyday life and therefore some teachers do not want to bring them into school as well.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)
Alimisis, D. (2009). Teacher education on robotics-enhanced constructivist pedagogical methods. Marousi, GR: Aspete.
Alimisis, D. (2013). Educational robotics: Open questions and new challenges. Themes in Science & Technology Education, 6(1), 63–71.
Ardito, G., Mosley, P., & Scollins, L. (2014). We, robot: Using robotics to promote collaborative and mathematics learning in a middle school classroom. Middle Grades Research Journal, 93(3), 73–88.
Atmatzidou, S., & Demetriadis, S. (2016). Advancing students’ computational thinking skills through educational robotics: A study on age and gender relevant differences. Robotics and Autonomous Systems, 75(Part B), 661–670. doi: 10.1016/j.robot.2015.10.008
Benitti, F. B. V. (2012). Exploring the educational potential of robotics in schools: A systematic review. Computers & Education, 58(3), 978–1988. doi: 10.1016/j.compedu.2011.10.006
Chalmers, C. (2017). Preparing teachers to teach STEM through robotics. International Journal of Innovation in Science and Mathematics Education, 25(4), 17–31.
Chang, C. W., Lee, J.-H., Chao, P. Y., Wang, C. Y., & Chen, G. D. (2010). Exploring the possibility of using humanoid robots as instructional tools for teaching a second language in primary school. Educational Technology & Society, 13(2), 13–24.
Chevalier, M., Riedo, F., & Mondada, F. (2016). Pedagogical uses of Thymio II: How do teachers perceive educational robots in formal education? IEEE Robotics & Automation Magazine, 23(2), 16–23. doi: 10.1109/MRA.2016.2535080
Chioccariello, A. (2009). Editorial dossier: educational robotics. Tecnologie Didattiche, 17(2), 2-5. doi: 10.17471/2499-4324/305
Chioccariello, A., Manca, S. & Sarti, L. (2002). Editorial. Learning by playing with robots. Tecnologie Didattiche, 10(3), 2-4. doi: 10.17471/2499-4324/497
Eguchi, A. (2014). Robotics as a learning tool for educational transformation. In Proceeding of 4th International Workshop Teaching Robotics, Teaching with Robotics & 5th International Conference Robotics in Education, Jul 2014, Padova, Italy (pp. 27-34). Retrieved from http://www.terecop.eu/TRTWR-RIE2014/files/00_WFr1/00_WFr1_04.pdf
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39. doi: 10.1007/BF02504683
Fridin, M., & Belokopytov, M. (2014). Acceptance of socially assistive humanoid robot by preschool and primary school teachers. Computer in Human Behavior, 33(4), 23–31. doi: 10.1016/j.chb.2013.12.016
Hew, K. F., & Brush, T. (2006). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Education Technology Research and Development, 55(3), 223–252. doi: 10.1007/s11423-006-9022-5
Holmquist, S. (2014). A multi-case study of student interactions with educational robots and impact on Science, Technology, Engineering, and Math (STEM) learning and attitudes. Retrieved from http://scholarcommons.usf.edu/etd/5043/
Keane, T., Chalmers, C., Williams, M., & Boden, M. (2016). The impact of humanoid robots on students' computational thinking. In Proceedings of the Australian Conference on Computers in Education, Oct 2016, Brisbane, Australia (pp. 93-102). Brisbane, AU: Academic Press.
Kim, K. H., Choi, H. S., & Baek, J. E. (2014). A study on the teachers’ perception of school curriculum implementation about robot-based education in Korea concept of robot-based education. Advanced Science and Technology Letters 59, 105–108. doi: 10.14257/astl.2014.59.24
Kim, S.W. & Lee, Y. (2015). A survey on primary school teachers’ attitude toward robot. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Nov. 2015, Kona, Hawaii (pp. 1802-1807). Kona, HI, USA: AACE.
Kradolfer, S., Dubois, S., Riedo, F., Mondada, F., & Fassa, F. (2014). A sociological contribution to understanding the use of robots in schools: the Thymio robot. In M. Beetz, B. Johnston, & M.A. Williams (Eds.) Social Robotics (pp. 217–228). Cham, CH: Springer.
Lawson, T., & Comber, C. (1999). Superhighways technology: Personnel factors leading to successful integration of information and communications technology in schools and colleges. Journal of Information Technology for Teacher Education, 8(1), 41–53. doi: 10.1080/14759399900200054
Lee, E., Lee, Y., Kye, B., & Ko, B. (2008). Primary and middle school teachers’, students’ and parents’ perception of robot-aided education in Korea. In Proceedings of the World Conference on Educational Media and Technology, June 2008, Vienna, Austria (pp. 175-183). Vienna, A: Association for the Advancement of Computing in Education (AACE).
Mubin, O., Stevens, C. J., Shahid, S., Mahmud, A.A., & Dong, J. J. (2013). A Review of the applicability of robots in education. Technology for Education and Learning, 1(1), 1–7. doi: 10.2316/Journal.209.2013.1.209-0015
Negrini, L. (2019). Teacher training in educational robotics. An experience in Southern Switzerland: The PReSO project. In W. Lepuschitz, M. Merdan, G. Koppensteiner, R. Balogh, & D. Obdrzalek (Eds.), Robotics in Education: Methods and Applications for Teaching and Learning (pp. 92-97). Berlin, DE: Springer.
Nelson, C. A. (2012). Generating transferable skills in STEM through educational robotics. In B. Barker, G. Nugent, N. Grandgenett & V. Adamchuk (Eds.), Robotics in K-12 Education: A New Technology for Learning (pp. 54–65). Hershey, PA: IGI Global.
Park, I. W., & Han, J. (2016). Teachers’ views on the use of robots and cloud services in education for sustainable development. Cluster Computing, 19(2), 987–999. doi: 10.1007/s10586-016-0558-9
Reich-Stiebert, N., & Eyssel, F. (2016). Robots in the classroom: What teachers think about teaching and learning with education robots. In A. Agah, J.-J. Cabibihan, A. M. Howard, M. A. Salichs, & H. He (Eds.), Social Robotics (pp. 671–680). Cham, CH: Springer.
Ruona, W. E. A. (2005). Analyzing qualitative data. In R. A. Swanson, & E. F. Holton (Eds.), Research in organizations: Foundations and methods of inquiry (pp. 223–263). San Francisco, CA, USA: Berrett-Koehler.
Sharpe, D. (2015). Your chi-square test is statistically significant: now what? Practical Assessment, Research & Evaluation, 20(8). Retrieved from http://pareonline.net/getvn.asp?v=20&n=8
Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society of London A Mathematical, Physical and Engineering Sciences, 366(1881), 3717–3725. doi: 10.1098/rsta.2008.0118
World Economic Forum (2016). New vision for education: Fostering social and emotional learning through technology. Geneva, CH: WEF.