Exploring teachers’ perspectives on the benefits and barriers of using social robots in early childhood education

ABSTRACT

Social robots are designed to interact with humans and this technology is entering early childhood classrooms across the world. Research is needed to understand teachers' perspectives on the benefits and barriers of using social robots with children. In this study, 94 teachers working in preschool or the early years of primary school, in Australia, completed a survey that asked teachers about their perspectives on using social robots in the classroom. Teachers reported that the main benefits of social robots would be to improve young children's learning and engagement and barriers included financial cost, limited teacher training, and technical support for using social robots in the classroom. Overall, teachers were generally neutral in their views about social robots, neither dismissing nor embracing them. It is recommended that early childhood teachers be provided with greater opportunities and training to experience these new digital technologies for supporting children's learning in the classroom.

KEYWORDS:

• Social robots
• teachers
• perspectives
• young children
• learning
• classroom

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Michelle M. Neumann

Associate Professor Michelle M. Neumann is an academic in the field of early childhood education, early literacy, and educational technology at Southern Cross University, Australia. Michelle has had over 10 years' experience teaching at university and is also a primary and secondary school teacher. Her research interests are in early childhood education, touch screen tablets, and social robots.

Imogene Calteaux

Imogene Calteaux has a Bachelor of Psychological Science (Honours Class I) and is currently completing a Doctor of Philosophy in Clinical Psychology. Imogene's research areas include the implementation of technology into psychological practice, with a strong focus on making relevant technologies accessible for mental health clinicians. Research interests include social robots, virtual reality, exposure therapy, childhood anxiety, and childhood phobias.

David Reilly

Dr David Reilly is a psychology researcher with a background in software development and human computer interfaces. He is particularly interested in how children perceive and think about social robots, and the educational opportunities offered by artificial intelligence.

David L. Neumann

David L. Neumann is Professor of Psychology at Griffith University and conducts research on learning and performance. He seeks to understand the fundamental processes that influence learning and how these are applied in educational contexts. Professor Neumann also examines the role and utility of technologies in learning and performance enhancement.