In recent years, the integration of social robots into classrooms worldwide has sparked discussions about their potential impact on education. These robots, designed to talk, mimic, and respond to human emotion, have been employed in various educational settings. Despite the initial excitement, there are challenges and limitations that raise questions about their feasibility in becoming commonplace in schools.
Researchers have explored the use of social robots for diverse educational purposes, from reading stories to preschoolers in Singapore to helping students with autism in England navigate social interactions. Some experts predict that these robots could become as ubiquitous as traditional classroom tools like paper and computer tablets.
However, a study conducted by a professor of education and a graduate student in the U.S. raises concerns about the current generation of social robots. The researchers introduced a 4-foot-tall humanoid robot named "Pepper" into a public elementary and middle school, revealing several issues that make widespread adoption in classrooms unlikely.
One major challenge is the restricted nature of research on social robots in schools. Many studies involve controlled interactions between children and robots, limiting the real-life application of findings. Additionally, the use of "Wizard of Oz" techniques, where a person operates the robot remotely, can create a misleading impression of the robot's capabilities.
Social robots also face difficulties with background noise in classrooms, hindering their ability to engage in meaningful conversations. Current technology struggles to replicate human abilities to unconsciously understand social cues, such as tracking facial expressions in a group setting.
Furthermore, the dialogue of social robots is preprogrammed, leading to limitations in responding to nuanced questions or adapting to social contexts. In the study, students had to adapt to the robot's constraints, realizing that it lacked genuine understanding and social awareness.
The mobility of social robots is another concern, as they struggle to move around classrooms with ease, limiting their practical applications in educational settings.
Despite these challenges, social robots offer valuable learning experiences. Students can use them to explore robotics, artificial intelligence, and the complexity of human behavior. Working with these robots hands-on provides insights into the challenges of programming them to mimic human behavior, fostering a deeper understanding of artificial intelligence.
As technology, including artificial intelligence, becomes more integrated into daily life, educators emphasize the importance of preparing students to think critically about interacting with social machines. With proper guidance, students can explore the boundaries of human-robot interaction, acknowledging the unique roles of both in the educational landscape.
