Xác định Chức năng và Hành vi của Robot Xã hội cho Các Hoạt Động Học Tập Trong Lớp: Góc Nhìn của Giáo viên

Springer Science and Business Media LLC - Tập 14 - Trang 747-761 - 2021
Jessy Ceha1, Edith Law1, Dana Kulić2, Pierre-Yves Oudeyer3, Didier Roy3
1University of Waterloo, Waterloo, Canada
2Monash University, VIC, Australia
3Centre Inria Bordeaux - Sud-Ouest, Talence, France

Tóm tắt

Với sự phát triển của trí tuệ nhân tạo, nghiên cứu ngày càng khám phá những chức năng tiềm năng mà robot xã hội có thể đảm nhận trong giáo dục. Khi giáo viên là một bên liên quan quan trọng trong việc sử dụng và áp dụng công nghệ giáo dục, chúng tôi đã tiến hành một nghiên cứu để hiểu quan điểm của giáo viên về cách mà robot xã hội có thể hỗ trợ nhiều hoạt động học tập khác nhau trong lớp học. Qua các cuộc phỏng vấn, điều khiển rối robot, và các buổi nhóm động não với năm giáo viên tiểu học và trung học từ một trường địa phương tại Canada, chúng tôi tiếp cận từ góc độ xã hội-kỹ thuật để hình dung các chức năng và hành vi khả thi của robot, cũng như những tác động của chúng đến cách thức hiện tại trong việc thiết kế, lập kế hoạch và thực hiện các hoạt động học tập. Tổng thể, các giáo viên đã phản hồi tích cực với ý tưởng giới thiệu một robot xã hội như một công cụ công nghệ cho các hoạt động học tập, hình dung những khác biệt trong việc sử dụng cho các tương tác giữa giáo viên-robot và học sinh-robot. Hơn nữa, Mô hình Hệ thống Hoạt động của Engeström — một khung phân tích các nhu cầu, nhiệm vụ và kết quả của con người — đã chỉ ra một số căng thẳng liên quan đến các hoạt động học tập trong lớp học. Chúng tôi thảo luận về các chức năng và hành vi chi tiết của robot mà giáo viên đã hình dung, cùng cách mà chúng giải quyết những căng thẳng hiện tại — đưa ra các gợi ý để cải thiện thiết kế của robot xã hội cho các hoạt động học tập.

Từ khóa

#robot xã hội #giáo viên #hoạt động học tập #trí tuệ nhân tạo #công nghệ giáo dục

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