TY - JOUR
T1 - Moral considerations on social robots in education: A multi-stakeholder perspective
AU - Smakman, Matthijs
AU - Vogt, Paul
AU - Konijn, Elly A.
N1 - DBLP License: DBLP's bibliographic metadata records provided through http://dblp.org/ are distributed under a Creative Commons CC0 1.0 Universal Public Domain Dedication. Although the bibliographic metadata records are provided consistent with CC0 1.0 Dedication, the content described by the metadata records is not. Content may be subject to copyright, rights of privacy, rights of publicity and other restrictions.
PY - 2021/12/1
Y1 - 2021/12/1
N2 - Social robots are a promising new technology for primary education. However, they also introduce practical and moral challenges and there is an increasing demand for guidelines for a responsible, safe introduction of social robots. In this study, we identified and compared the moral considerations associated with the introduction of social robots in primary education from the viewpoint of direct and indirect stakeholders by conducting focus group sessions (N = 118). In total, we identified and compared stakeholder considerations related to 17 moral values. Overall, each of the stakeholder groups considered social robots a potentially valuable tool for education. Many similarities and only few conflicting views across the various stakeholder groups were found. Particularly among the teachers, parents, and policymakers, there were many similarities on the issues reported and their considerations were often aligned. These insights into the moral considerations of the various stakeholders involved, provide a solid base to develop guidelines for implementing social robots in education as requested by scholars and society.
AB - Social robots are a promising new technology for primary education. However, they also introduce practical and moral challenges and there is an increasing demand for guidelines for a responsible, safe introduction of social robots. In this study, we identified and compared the moral considerations associated with the introduction of social robots in primary education from the viewpoint of direct and indirect stakeholders by conducting focus group sessions (N = 118). In total, we identified and compared stakeholder considerations related to 17 moral values. Overall, each of the stakeholder groups considered social robots a potentially valuable tool for education. Many similarities and only few conflicting views across the various stakeholder groups were found. Particularly among the teachers, parents, and policymakers, there were many similarities on the issues reported and their considerations were often aligned. These insights into the moral considerations of the various stakeholders involved, provide a solid base to develop guidelines for implementing social robots in education as requested by scholars and society.
KW - elementary education
KW - cultural and social implications
KW - human-computer interface
KW - improving classroom teaching
KW - media in education
KW - basisonderwijs
KW - culturele en sociale implicaties
KW - mens-computer interface
KW - onderwijsverbetering
KW - media in onderwijs
U2 - 10.1016/j.compedu.2021.104317
DO - 10.1016/j.compedu.2021.104317
M3 - Article
SN - 0360-1315
VL - 174
SP - 104317
JO - Computers & education
JF - Computers & education
ER -