Robot Tutors: Welcome or Ethically Questionable?

Research output: Chapter in Book / Report / Conference proceedingConference contributionAcademicpeer-review

Abstract

Robot tutors provide new opportunities for education. However, they also introduce moral challenges. This study reports a systematic literature re-view (N = 256) aimed at identifying the moral considerations related to ro-bots in education. While our findings suggest that robot tutors hold great potential for improving education, there are multiple values of both (special needs) children and teachers that are impacted (positively and negatively) by its introduction. Positive values related to robot tutors are: psychologi-cal welfare and happiness, efficiency, freedom from bias and usability. However, there are also concerns that robot tutors may negatively impact these same values. Other concerns relate to the values of friendship and at-tachment, human contact, deception and trust, privacy, security, safety and accountability. All these values relate to children and teachers. The moral values of other stakeholder groups, such as parents, are overlooked in the existing literature. The results suggest that, while there is a potential for ap-plying robot tutors in a morally justified way, there are imported stake-holder groups that need to be consulted to also take their moral values into consideration by implementing tutor robots in an educational setting.
Original languageEnglish
Title of host publicationRobotics in Education. RiE 2019.
Subtitle of host publicationAdvances in Intelligent Systems and Computing
EditorsM Merdan, W Lepuschitz, G Koppensteiner, R Balogh, D Obdržálek
Pages376-386
Number of pages10
Volume1023
ISBN (Electronic)978-3-030-26945-6
Publication statusPublished - 7 Aug 2019

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Cite this

Smakman, M. H. J., & Konijn, E. A. (2019). Robot Tutors: Welcome or Ethically Questionable? In M. Merdan, W. Lepuschitz, G. Koppensteiner, R. Balogh, & D. Obdržálek (Eds.), Robotics in Education. RiE 2019. : Advances in Intelligent Systems and Computing (Vol. 1023, pp. 376-386)
Smakman, M.H.J. ; Konijn, E.A. / Robot Tutors: Welcome or Ethically Questionable?. Robotics in Education. RiE 2019. : Advances in Intelligent Systems and Computing. editor / M Merdan ; W Lepuschitz ; G Koppensteiner ; R Balogh ; D Obdržálek. Vol. 1023 2019. pp. 376-386
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title = "Robot Tutors: Welcome or Ethically Questionable?",
abstract = "Robot tutors provide new opportunities for education. However, they also introduce moral challenges. This study reports a systematic literature re-view (N = 256) aimed at identifying the moral considerations related to ro-bots in education. While our findings suggest that robot tutors hold great potential for improving education, there are multiple values of both (special needs) children and teachers that are impacted (positively and negatively) by its introduction. Positive values related to robot tutors are: psychologi-cal welfare and happiness, efficiency, freedom from bias and usability. However, there are also concerns that robot tutors may negatively impact these same values. Other concerns relate to the values of friendship and at-tachment, human contact, deception and trust, privacy, security, safety and accountability. All these values relate to children and teachers. The moral values of other stakeholder groups, such as parents, are overlooked in the existing literature. The results suggest that, while there is a potential for ap-plying robot tutors in a morally justified way, there are imported stake-holder groups that need to be consulted to also take their moral values into consideration by implementing tutor robots in an educational setting.",
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Smakman, MHJ & Konijn, EA 2019, Robot Tutors: Welcome or Ethically Questionable? in M Merdan, W Lepuschitz, G Koppensteiner, R Balogh & D Obdržálek (eds), Robotics in Education. RiE 2019. : Advances in Intelligent Systems and Computing. vol. 1023, pp. 376-386.

Robot Tutors: Welcome or Ethically Questionable? / Smakman, M.H.J.; Konijn, E.A.

Robotics in Education. RiE 2019. : Advances in Intelligent Systems and Computing. ed. / M Merdan; W Lepuschitz; G Koppensteiner; R Balogh; D Obdržálek. Vol. 1023 2019. p. 376-386.

Research output: Chapter in Book / Report / Conference proceedingConference contributionAcademicpeer-review

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N2 - Robot tutors provide new opportunities for education. However, they also introduce moral challenges. This study reports a systematic literature re-view (N = 256) aimed at identifying the moral considerations related to ro-bots in education. While our findings suggest that robot tutors hold great potential for improving education, there are multiple values of both (special needs) children and teachers that are impacted (positively and negatively) by its introduction. Positive values related to robot tutors are: psychologi-cal welfare and happiness, efficiency, freedom from bias and usability. However, there are also concerns that robot tutors may negatively impact these same values. Other concerns relate to the values of friendship and at-tachment, human contact, deception and trust, privacy, security, safety and accountability. All these values relate to children and teachers. The moral values of other stakeholder groups, such as parents, are overlooked in the existing literature. The results suggest that, while there is a potential for ap-plying robot tutors in a morally justified way, there are imported stake-holder groups that need to be consulted to also take their moral values into consideration by implementing tutor robots in an educational setting.

AB - Robot tutors provide new opportunities for education. However, they also introduce moral challenges. This study reports a systematic literature re-view (N = 256) aimed at identifying the moral considerations related to ro-bots in education. While our findings suggest that robot tutors hold great potential for improving education, there are multiple values of both (special needs) children and teachers that are impacted (positively and negatively) by its introduction. Positive values related to robot tutors are: psychologi-cal welfare and happiness, efficiency, freedom from bias and usability. However, there are also concerns that robot tutors may negatively impact these same values. Other concerns relate to the values of friendship and at-tachment, human contact, deception and trust, privacy, security, safety and accountability. All these values relate to children and teachers. The moral values of other stakeholder groups, such as parents, are overlooked in the existing literature. The results suggest that, while there is a potential for ap-plying robot tutors in a morally justified way, there are imported stake-holder groups that need to be consulted to also take their moral values into consideration by implementing tutor robots in an educational setting.

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Smakman MHJ, Konijn EA. Robot Tutors: Welcome or Ethically Questionable? In Merdan M, Lepuschitz W, Koppensteiner G, Balogh R, Obdržálek D, editors, Robotics in Education. RiE 2019. : Advances in Intelligent Systems and Computing. Vol. 1023. 2019. p. 376-386