Robot NAO integrated lesson vs. traditional lesson
Measuring learning outcomes on the topic of “societal change” and the mediating effect of students' attitudes
Dados Bibliográficos
| ID | 21297828 |
|---|---|
| Autores | Violeta Rosanda (0000-0002-3992-963X, Faculty of Education University of Primorska Koper Slovenia), Ivan Bratko (0000-0002-3658-6555, FGG, FRI University of Ljubljana Ljubljana Slovenia), Mateja Gačnik (0000-0001-9286-0486, Faculty of Education University of Primorska Koper Slovenia), Vid Podpečan (0000-0002-7314-4529, Department of Knowledge Technologies Institut Jozef Stefan Ljubljana Slovenia), Andreja Istenič Starčič (0000-0003-0513-5054, Faculty of Education University of Primorska Koper Slovenia, autor correspondente) |
| Ano | 2025 |
| Volume | 56 |
| Fascículo | 1 |
| Páginas | 435-450 |
| Data de publicação | 2025-01-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | British Journal of Educational Technology (JOURNAL) |
| Identificadores do periódico | ISSN: 0007-1013 • E-ISSN: 1467-8535 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjet.13501 |
| OpenAlex | W4400333733 |
| Idioma | EN |
| Citações recebidas | 3 |
| Referências citadas | 59 |
Our research aims to examine the effectiveness of introducing social robots as educational technology within authentic classroom activities without modifying them to be designed for a robot. We chose as test subject the fifth‐grade curricular topic “ The role of technology and its impact on society ”, meeting the critical stage of moral development students aged of 11–12. The study, with both experimental (EG) and control groups (CG), will be conducted over 6 weeks. This study will examine the impact of robot‐supported lessons with post‐participation testing on learning outcomes and examine students' perception of the robot in the classroom as a potential correlation with academic performance. The form of the study will be a between‐group non‐randomised controlled experiment. Control and experimental groups will be matched concerning gender, mastery of technology and previous knowledge and understanding of the curricular topic in focus. The instructional design of process‐outcome strategies will incorporate all of Bloom's taxonomic levels. In the review of related studies, we identified gaps in social robot‐supported lessons within the regular curriculum between‐group experiment. Based on a review of related research showing more focus on robot performance in the classroom from technical‐interaction aspects we want to convey from pedagogical starting point. The robot's placement in the pedagogical process will be considered an integral part of the teacher's technical environment. We will use the pre‐participation test to establish whether there is the initial equivalence between EG and CG in terms of gender, mastery of technology, and previous knowledge and understanding of the curricular topic under examination
Control (management) · Curriculum · Focus group · Mathematics education · Pedagogy · Perception · Process (computing) · Robot · Sociology · Test (biology) · Artificial Intelligence · Computer Science · Psychology · Robotics and Automated Systems · Social Robot Interaction and HRI · Teaching and Learning Programming
Unveiling the Power of Voice! The Impact of Educational Robots’ Voice Gender and Communication Style on Users’ Perception, Visual Attention and Cerebral Activity
Retracted
From building robots to cultivating robotics literacy? A systematic review of educational robotics research and its future directions
Social robots for education
Toward a Framework for Levels of Robot Autonomy in Human-Robot Interaction
A Two-Month Field Trial in an Elementary School for Long-Term Human–Robot Interaction
Prediction of Human Behavior in Human--Robot Interaction Using Psychological Scales for Anxiety and Negative Attitudes Toward Robots
Gamification in the classroom
Are pre‐service teachers disinclined to utilise embodied humanoid social robots in the classroom
Analysing the Computational Competences Acquired by K-12 Students When Lectured by Robotic and Human Teachers
The mediator role of robot anxiety on the relationship between social anxiety and the attitude toward interaction with robots
Stages of moral development as a basis for moral education
Robot Shift from Industrial Production to Social Reproduction
Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience
The impact of primary school teachers’ educational beliefs on the classroom use of computers
Why Would I Use This in My Home? A Model of Domestic Social Robot Acceptance
Implementation Matters
Learn with surprize from a robot professor
Education biases perception of social robots
Robots Are Not All the Same
Anthropomorphism in Human–Robot Co-evolution
Can a Social Robot Stimulate Science Curiosity in Classrooms
Re-evaluating the Form and Communication of Social Robots
Humanoid Robots as Teachers and a Proposed Code of Practice
Humanoid social robots as a medium of communication
The benefit of being physically present
From characterising three years of HRI to methodology and reporting recommendations
| Obras citantes distintas | 3 |
|---|---|
| Citações por ano | 3 |
| Intervalo de citações | 2025 - 2026 (2) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 2 |