Robots in the Classroom: What Teachers Think About Teaching and Learning with Education Robots

  • Natalia Reich-Stiebert
  • Friederike Eyssel
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 9979)


In the present study, we investigated teachers’ attitudes toward teaching with education robots and robot-mediated learning processes. We further explored predictors of attitudes, and investigated teachers’ willingness to use robots in diverse learning settings. To do so, we conducted a survey with 59 German school teachers. Our results suggest that teachers held rather negative attitudes toward education robots. Further, our findings indicate a positive association between technology commitment and teachers’ attitudes. Teachers reported a preferable use of robots in domains related to science, technology, engineering, and mathematics (STEM). Regarding expectations toward the future use of education robots, teachers mentioned their motivational potential, using robots as information source, or easy handling. Teachers’ concerns, however, were associated with the disruption of teaching processes, additional workload, or the fear that robots might replace interpersonal relationships. Implications of our findings for theory and design of education robots are discussed.


Attitudes Education robots Predictors of attitudes Technology in school 



This research has been conducted in the framework of the European Project CODEFROR (FP7 PIRSES-2013-612555) and it was supported by the Cluster of Excellence Cognitive Interaction Technology ‘CITEC’ (EXC 277) at Bielefeld University, which is funded by the German Research Foundation (DFG).


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Copyright information

© Springer International Publishing AG 2016

Authors and Affiliations

  1. 1.Cluster of Excellence Cognitive Interaction TechnologyBielefeld UniversityBielefeldGermany

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