Robots are increasingly being used to teach students in the classroom for a number of subjects across science, maths and language. But our research shows that while students enjoy learning with robots, teachers are slightly reluctant to use them in the classroom.
In a recent study, teachers and students were seen interacting with a humanoid robot (Nao), teachers said they were more sceptical of robots being integrated into the classroom. The teachers felt that the robot should take on a restricted role in the classroom and should have full autonomy. The teachers also wanted full control over the robot. There was a technological bias associated with their opinions as they were in general unaware of robots.
The study showed that teachers didn’t trust the technical capabilities of the robot and wanted the robot to function as a learning buddy to the children, and not a teacher. This reluctance could be due to an uncertainty of how best to incorporate robots in the class, and a lingering concern that robots may eventually replace teachers.
The students, on the other hand, were much more enthusiastic about a robot in their classroom, enjoying the human-like interaction. However, they wanted the robot to adapt its behaviour to their feelings and display a wide range of emotions and expressions. Such fully autonomous behaviour will require further research and development in robotics.
Some of the children felt the robot’s voice was unnatural and did not adapt to situations by changing tone or pitch. The children preferred as natural behaviour from the robot as possible, even to the extent that they were untroubled by the robot making mistakes, such as forgetting. It was clear the children were imagining the robot in the role of their teacher.
