The field of education is always looking for new ways to improve student learning, and one promising methodology is learning by teaching. This approach, well represented by the saying “to teach is to learn twice”, involves students teaching what they have learned to their peers. One possible realization is peer tutoring, where a tutor and a tutee learn in pairs; this helps students understand the material better, remember it longer, and boosts their motivation. But what happens if the tutee is a social robot? Jamet et al. (2018) reviewed several studies showing that students benefit from teaching to robots in various subjects. Although few in number, some of them show promising results also for students with Special Educational Needs (SEN). This chapter aims to provide a pedagogical framework for using robots as tutees, with students as tutors, especially for students with SEN. Interaction with robots can help these students develop important social skills that can be used in human interactions. Since they often need help from peers, becoming a tutor could be particularly beneficial, boosting their motivation, self-confidence, and learning outcomes. The chapter will also discuss ethical considerations, emphasizing the need for clear rules and roles to prevent inappropriate attachment to robots.
“To teach is to learn twice”: using social robots as tutees in inclusive education
Rita Cersosimo
In corso di stampa
Abstract
The field of education is always looking for new ways to improve student learning, and one promising methodology is learning by teaching. This approach, well represented by the saying “to teach is to learn twice”, involves students teaching what they have learned to their peers. One possible realization is peer tutoring, where a tutor and a tutee learn in pairs; this helps students understand the material better, remember it longer, and boosts their motivation. But what happens if the tutee is a social robot? Jamet et al. (2018) reviewed several studies showing that students benefit from teaching to robots in various subjects. Although few in number, some of them show promising results also for students with Special Educational Needs (SEN). This chapter aims to provide a pedagogical framework for using robots as tutees, with students as tutors, especially for students with SEN. Interaction with robots can help these students develop important social skills that can be used in human interactions. Since they often need help from peers, becoming a tutor could be particularly beneficial, boosting their motivation, self-confidence, and learning outcomes. The chapter will also discuss ethical considerations, emphasizing the need for clear rules and roles to prevent inappropriate attachment to robots.
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