Social Robots as educators

Abstract

Robots in education largely fall into two categories: robots that are used to teach and enthuse children about STEM subjects, and the more recent application of robots as teachers. While the pedagogical potential of robots for STEM education has been extensively explored since the 1970s, robot teachers form a new technology, driven by new developments in artificial intelligence and robotics, which is currently the subject of research and proof-of-concept trials. These robots assist teachers in their pedagogical task by offering specific tutoring experiences to students. Their potential stems mainly from their ability to provide one-to-one tutoring and a physical presence, with the latter missing in traditional computer-based learning. While there are no commercial solutions yet aimed at formal education, research suggests that social robots do offer benefits which computer-based solutions do not. Their physical nature lends them to real-world interactions with learners, and they have an increased social presence, which enhances learning outcomes. There are, however, considerable technical, economical and logistical challenges to rolling out social robots in classrooms.