دانلود کتاب ربات‌های اجتماعی در آموزش – چطور ربات‌های اجتماعی بطور موثر در کلاس‌های درس معرفی شوند

In recent years, the integration of social robots into educational environments has emerged as one of the most exciting and transformative developments in the field of education. These technologies not only personalize the learning experience but also offer innovative ways to support teachers in fostering motivation, collaboration, and creativity among learners. They are reshaping classrooms by offering new methods to engage students, personalize instructions, and support learners with diverse needs. In light of this growing trend, we present Social Robotics in Education: How to Effectively Introduce Social Robots into Classrooms, a compilation of cutting-edge research and practices aimed at understanding and advancing the role of social robots in education. This book is designed to serve as a comprehensive guide for educators, policymakers, and researchers eager to explore the transformative potential of social robots in educational contexts.
In this volume, leading scholars and practitioners present in-depth research and practical applications across three key thematic areas that reflect the broad spectrum of the application of social robots in education, addressing the related implications, potentials, and challenges. Each of the thematic areas offer valuable insights into different facets of social robotics in education. Specifically, the thematic areas are: (i) Social Robots and Artificial Intelligence in Education, (ii) Social Robots in Special Education and Ethical Considerations, as well as (iii)Practical Applications of Social Robots.
The first thematic area, Social Robots and Artificial Intelligence in Education, delves into the educational value of AI and social robots, exploring how these technologies can create personalized learning experiences by integrating both the emotional and cognitive aspects of learning. Chapters in this section also high-light student and teacher perceptions of social robots in real-world classrooms, underscoring the potential for social robots to act as intelligent tutors that adapt to individual learners’ needs. This area presents a future in which social robots work collaboratively with educators to improve learning outcomes and engage-ment. Specifically, in Chapter “The Educational Value of Artificial Intelligence and Social Robots”, Lampropoulos and Papadakis explore the educational value of social robots and artificial intelligence. Focusing on enabling adaptive and autonomous social robots in education, Verhelst et al. in Chapter “Enabling Autonomous and Adaptive Social Robots in Education: A Vision for the Application of Generative AI” put emphasis on the application of generative artificial intelligence. In Chapter “Interactions in the Wild: Student and Teacher Perceptions of Social Robots in Public Classrooms”, LeTendre et al. explore teachers’ and students’ perceptions regarding the use of social robots in classrooms. Aiming at exploring the next generation of personalized educational artificial intelligence, Lazic et al. focus on the inte-gration of cognition and emotion (Chapter “The Next Generation of Personalized Educational AI: Integrating Emotion and Cognition”). In Chapter “Teaching with AI: The Implications and Challenges”, Shen looked into the challenges and implications of teaching using artificial intelligence. Balzotti et al. present the educational perspec-tives of students regarding the implementation of artificial intelligence in social robots focusing on ChatGPT (Chapter “School Children Theories on ChatGPT: Educational Perspectives of the Implementation of Artificial Intelligence in Social Robots”). Finally, in Chapter “Integrating Arduino and Artificial Intelligence in STEM Education”, Bedoya-Cano et al. explore the integration of artificial intelligence and Arduino in STEM education.
The second thematic area, Social Robots in Special Education and Ethical Consid-erations, examines the ethical challenges of designing and integrating social robots in education, particularly in sensitive environments like special education. Here, readers will find insightful discussions on the importance of ethical design, child-robot and human-robot interactions, and the potential of social robots to support all learners. These chapters provide a nuanced understanding of how social robots can be inclu-sively integrated into classrooms, with a focus on acceptance, usability, and the ethical dimensions of their deployment. Specifically, in Chapter “Ethical Considerations in Designing and Testing Robots for Children in Educational Settings”, Arriaga et al. examine the ethical considerations with the design and testing of robots for children within classrooms. In Chapter “The Use of Social Robots in Educational Settings: Acceptance and Usability”, Conti et al. explore the usability and accept-ability of integrating social robots in educational settings. Moreover, Cersosimo examines the role of social robots as tutees within inclusive learning environments (Chapter “To Teach is to Learn Twice”: Using Social Robots as Tutees in Inclusive Education”). Kasuk et al. present the outcomes of a pilot study focusing on providing pedagogical guidelines for telepresence robots (Chapter “Pedagogical Guidelines for Telepresence Robots Users: A Pilot”). In Chapter “Exploring Nao’s Role in Enhancing Motor Activity for Young Children with ASD in Inclusive Classrooms”, Perla et al. examine young children with ASD motor activity through their inter-action with Nao robot within inclusive classrooms. Finally, Lorenzo-Lledó et al. explore the role of emerging technologies, including robots and artificial intelli-gence, in the context of special education through a bibliometric analysis (Chapter “The Application of Emerging Technologies in Autistic Students During the Period 1996-2023: A Conceptual, Social and Intellectual Review”). The third thematic area, Practical Applications of Social Robots, offers a hands-on look at how social robots are being implemented across diverse educational settings. This part of the book showcases meta-analyses, case studies, and practical examples of how social robots, conversational artificial intelligence tutors, educational robotics, and entrepreneurship-based robotics are being used in classrooms around the world. By offering practical guidelines and evidence-based strategies, this section serves as a roadmap for educators and policymakers interested in incorporating social robots and artificial intelligence into their educational practices. Specifically, Gu presents the outcomes of a meta-analysis study that focuses on the efficacy of using conversational artificial intelligence in language learning (Chapter “A Meta-Analysis of the Efficacy of Conversational AI Use in EFL Learning Contexts”). Zviel-Girshin and Rosen-berg showcase and discuss the concept of ambient anthropomorphic social educa-tional robotics (Chapter “Ambient Anthropomorphic Social Educational Robotics”). Furthermore, in Chapter “Educational Robots: Past, Present, Future”, Catlin et al. look at the past, present, and future of educational robots. In Chapter “Theoretical and Practical Coherence of Integrated STEM Education and Educational Robotics: Review and Analysis of Good Practices in Europe”, Merino-Fernández et al. analyze and suggest best practices in integrating STEM education and educational robots in the context of European education. Karakose and Polat present the outcomes of a bibliometric study exploring the use of chatbots on students’ learning outcomes (Chapter “Science Mapping of the Knowledge Base on the Effects of Artificial Intelligence (AI)-Based Chatbots on Student Learning Outcomes: A Bibliometric Study”). Finally, in Chapter “The Integration of Entrepreneurship-Based Robotics into Classrooms”, Meral and Yalçın focus on entrepreneurship-based robotics and their use in educational settings.
By covering both theoretical and practical aspects, this book provides a balanced approach to understanding how social robots can be effectively integrated into educa-tional environments. The chapters in this volume not only address the technical and pedagogical aspects of social robots but also reflect on the ethical challenges and the real-world efficacy of social robots and artificial intelligence. The chapters offer a roadmap for future developments in this field.
As editors, we are excited to present this book, which not only highlights the theoretical potential of social robots in education but also offers practical guidance for education stakeholders that are eager to implement these technologies in their classrooms. We hope this book will serve as a valuable resource for anyone interested in understanding and shaping the future of education in the digital age. We would like to express our heartfelt thanks to the contributors for their invaluable perspectives and commitment to this endeavor. Their combined expertise has resulted in a book that is both timely and essential, providing support for educators, researchers, and policymakers as they address the challenges of twenty-first-century education.
In conclusion, as we are at the intersection of technology and education, it is imperative that we embrace the potential of social robots and artificial intelligence. By doing so, we not only enhance learning outcomes but also prepare our students to navigate a future where technology plays an integral part in everyday life. We hope this book helps to envision and embrace a future in which technology and humans complement each other in supporting the growth and development of students.