El uso de robots sociales como asistentes docentes en las escuelas: implicaciones para la investigación y la práctica
Resumen
En los robots sociales, la IA se ha integrado perfectamente para permitirles programarse para realizar una amplia gama de tareas, desde movimientos e interacciones básicos hasta funciones más complejas, como ayudar en la educación. Esta revisión integral profundiza en el uso multifacético de los robots sociales en la educación primaria y secundaria, abordando aspectos clave como tendencias, fundamentos teóricos, dominios de aplicación y consideraciones éticas. Guiado por cuatro preguntas de investigación principales, el estudio revela tendencias notables, en las que el robot NAO emerge de manera destacada en entornos educativos, particularmente entre los niños en edad de escuela primaria. Los dominios de aplicación explorados incluyen el aprendizaje de idiomas, el pensamiento computacional, el desarrollo social y emocional, el apoyo a la creatividad, la práctica de instrumentos musicales y las actividades de la biblioteca, mostrando las diversas funciones que desempeñan los robots sociales como asistentes de enseñanza, pares y acompañantes. Sin embargo, surgen preocupaciones éticas y problemas de privacidad de datos, lo que plantea riesgos como problemas de transparencia, dependencia de robots, interacción humana reducida y posible desplazamiento laboral. El estudio enfatiza la necesidad de realizar estudios longitudinales extensos y esfuerzos de colaboración para integrar responsablemente los robots sociales en la educación, enfatizando la necesidad de colaboración entre educadores, formuladores de políticas, desarrolladores y expertos en privacidad para establecer pautas claras que prioricen el bienestar de los estudiantes.
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