The case of classroom robots: teachers’ deliberations on the ethical tensions
The case of classroom robots: teachers’ deliberations on the ethical tensions
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课堂机器人案例：教师对道德紧张的思考
DOI：
10.1007/s00146-016-0667-2
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发表时间：
2016
期刊：
影响因子：
3
通讯作者：
Ana Paiva
中科院分区：
文献类型：
--
作者：
Sofia Serholt;W. Barendregt;A. Vasalou;Patrícia Alves;A. Jones;Sofia Petisca;Ana Paiva
人们越来越多地研究机器人在教育中的应用。预计在不久的将来，机器人将有潜力促进儿童的学习，并在真正的教室里自主运作。先前的研究已经提出了为不同的实践设计可接受的机器人的重要性。与此同时，学者们也提出了儿童与机器人互动的伦理问题。从负责任的研究和创新的角度来看，我们的目标是从研究设计功能，使机器人更容易被最终用户接受，转向反思对话，其目标是考虑在小学教育中为教师和儿童实施课堂机器人的关键伦理问题和长期后果。本文介绍了在三个欧洲国家对教师进行的几个焦点小组的结果。通过专题分析，我们从理论上阐述了教师对课堂机器人在隐私、机器人角色、对儿童的影响和责任等方面的看法。讨论了对教育机器人领域的影响。
Robots are increasingly being studied for use in education. It is expected that robots will have the potential to facilitate children’s learning and function autonomously within real classrooms in the near future. Previous research has raised the importance of designing acceptable robots for different practices. In parallel, scholars have raised ethical concerns surrounding children interacting with robots. Drawing on a Responsible Research and Innovation perspective, our goal is to move away from research concerned with designing features that will render robots more socially acceptable by end users toward a reflective dialogue whose goal is to consider the key ethical issues and long-term consequences of implementing classroom robots for teachers and children in primary education. This paper presents the results from several focus groups conducted with teachers in three European countries. Through a thematic analysis, we provide a theoretical account of teachers’ perspectives on classroom robots pertaining to privacy, robot role, effects on children and responsibility. Implications for the field of educational robotics are discussed.