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  • 1.
    Hrastinski, Stefan
    et al.
    KTH Royal Institute of Technology,Division of Digital Learning, Stockholm, Sweden.
    Olofsson, Anders D.
    Umeå University, Department of Applied Educational Science, Umeå, Sweden.
    Arkenback, Charlotte
    University of Gothenburg, Department of Applied IT, Gothenburg, Sweden.
    Ekström, Sara
    University West, School of Business, Economics and IT, Division of Media and Design.
    Ericsson, Elin
    University of Gothenburg, Department of Applied IT, Gothenburg, Sweden.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Gävle, Sweden.
    Jaldemark, Jimmy
    Mid Sweden University, Department of Education, Sundsvall, Sweden.
    Ryberg, Thomas
    Aalborg University, Department of Communication and Psychology, Aalborg, Denmark.
    Öberg, Lena-Maria
    Mid Sweden University, Department of Computer and System Science, Östersund, Sweden.
    Fuentes, Ana
    University West, School of Business, Economics and IT.
    Gustafsson, Ulrika
    Umeå University, Department of Applied Educational Science, Umeå, Sweden.
    Humble, Niklas
    Mid Sweden University, Department of Computer and System Science, Östersund, Sweden.
    Mozelius, Peter
    Mid Sweden University, Department of Computer and System Science, Östersund, Sweden.
    Sundgren, Marcus
    Mid Sweden University, Department of Education,Sundsvall, Sweden.
    Utterberg, Marie
    University of Gothenburg,Department of Applied IT, Gothenburg, Sweden.
    Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education2019In: Postdigital Science and Education, ISSN 2524-485X, Vol. 1, no 2, p. 427-445Article in journal (Refereed)
    Abstract [en]

    It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.

  • 2.
    Pareto, Lena
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Ekström, Sara
    University West, School of Business, Economics and IT, Division of Media and Design.
    Barendregt, Wolmet
    University of Gothenburg, Department of Applied IT, IT Faculty,Sweden .
    Serholt, Sofia
    University of Gothenburg, Department of Applied IT, IT Faculty,Sweden .
    Kiesewetter, Svea
    University of Gothenburg, Department of Applied IT, IT Faculty,Sweden .
    Augmenting Game-Based Learning With a Robot Tutee2019Conference paper (Refereed)
    Abstract [en]

    This paper presents the initial design of an educational setup where a humanoid robot is used as a game companionto a child while they play an educational arithmetic game together. Drawing on the learning-by-teaching paradigm, therobot’s purpose is to act as the child’s tutee and ask questions related to gameplay and the arithmetic content of the game. The original version of the game utilized a virtual teachable agent, which was shown to be effective for children’s learning in previous studies. Here we replace the virtual agent with a social robot to explore if and how the embodiment and social-like behaviour of robots can augment game-based learning further. Our aim is to design a robot tutee that will enhance the game experience and stimulate elaboration of the game’s learning material. So far we have conducted two design workshops with 81 schoolchildren in grades 2 and 4 where they experienced the robot and the game in their classrooms. In this paper, we present the results of two post-workshop questionnaires, where the children were asked about desired behaviour for learning companions and their experiences with the robot as a game playing tutee. The first post-workshop questionnaire revealed that children would like to have a robot tutee that behaves as a kind and helpful human peer, but with improved capacities such as being kind to everyone, providing better explanations, and giving more compliments. The second postworkshop questionnaire revealed that the children accepted the tutor–tutee role-division and that a majority of children were able to hear, but less so, understand, the robot’s questions. Implications of these findings for design of the robot tutee are discussed

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