A recent study published in the journal Education Sciences explored the educational potential of coding, computational thinking, and educational robotics in the context of code society and artificial intelligence (AI). The researchers analyzed the strengths, weaknesses, opportunities, and threats (SWOT) of integrating these topics into the school curriculum and proposed a theoretical framework based on human-robot interactions and the theory of the artificial mind.
Study: Intelligent Agents at School—Child–Robot Interactions as an Educational Path. Image Credit: ImageFlow/Shutterstock.com
Background
"Code society" refers to the pervasive and often subtle influence of software and code in everyday life, presenting both challenges and opportunities for education and citizenship. The rise of artificial intelligence (AI) further blurs the lines between humans and machines, bringing forth complex ethical, social, and epistemological issues. To equip students for the demands and opportunities of the 21st century, it's crucial to develop their digital skills, including coding, computational thinking, and educational robotics, alongside fostering their critical and creative thinking abilities.
These skills are essential for helping students navigate and engage with the modern digital landscape. They also enhance problem-solving, critical thinking, and collaboration. Many international and national policies emphasize the importance of integrating these topics into education. Nevertheless, challenges persist, such as inadequate teacher training, difficulties in integrating coding and robotics with existing curricula, and ethical and social concerns surrounding AI in education.
About the Research
In this paper, the authors aimed to create a theoretical framework to support future research and practice in coding, computational thinking, and educational robotics. They addressed three main questions:
- What are the educational goals and expected outcomes of these topics in the code society?
- What are the basic ideas and philosophical foundations of human-robot interactions and the theory of the artificial mind?
- What are the practical suggestions for designing and implementing educational activities based on these topics?
To answer these questions, the researchers reviewed literature and policies on digital skills, coding and robotics education, and human-robot interactions. They also conducted a SWOT analysis to identify the advantages and disadvantages of integrating coding and robotics into school curricula. Additionally, they explored the philosophical and knowledge-related bases of human-robot interactions, focusing on concepts such as stance, theory of mind, and theory of the artificial mind. They argued that these concepts help understand how children perceive and interact with robots and design effective educational activities with robotics and AI.
Research Findings
The SWOT analysis showed that coding, computational thinking, and educational robotics offered many advantages, such as increasing student interest in STEM, promoting interdisciplinary learning, enhancing inclusivity, preparing students for the code society, and developing skills like problem-solving, collaboration, and creativity. However, they also faced some challenges, such as the lack of teacher training, difficulty integrating these topics into existing curricula, over-reliance on digital technologies, concerns about data security and privacy, and excluding students with limited access to technology and resources.
The analysis of human-robot interactions revealed that children often anthropomorphized robots and attributed mental states to them based on their appearance, movement, and behavior. This meant children used different stances, such as design, physical, and intentional, to explain and predict robot actions.
The authors suggested that children could develop a theory of the artificial mind, distinct from their theory of mind, to understand the rule-based and algorithmic nature of robots. They proposed a framework based on the concept of unblackboxing, which meant understanding the inner workings of machines and code. Coding and robotics could help children unblackbox technology and gain a deeper understanding of artificial agents and their world.
Applications
This paper has several implications for educational research and practice. It provides a framework to support future research on coding, computational thinking, and educational robotics and their impact on citizenship education in the code society. It also offers insights and advice for teachers and researchers on designing and implementing educational activities with robotics and AI, considering the cognitive, social, and emotional aspects of human-robot interactions. Additionally, it emphasizes the need for a critical approach to technology and collaborative dialogue among educators, policymakers, companies, and institutions.
Conclusion
The researchers summarized that coding, computational thinking, and educational robotics could contribute to technological literacy and digital citizenship education, with AI fitting into this framework. They acknowledged the challenges and suggested directions for further research, such as the ethical, legal, and social issues of human-robot interactions, the pedagogical value of the theory of the artificial mind and evaluating the learning outcomes of coding and robotics activities. They hoped this work would inspire and support future educational initiatives and innovations in coding, computational thinking, and educational robotics.
Journal Reference
Di Stasio, M.; Miotti, B. Intelligent Agents at School-Child–Robot Interactions as an Educational Path. Educ. Sci. 2024, 14, 774. DOI: 10.3390/educsci14070774, https://www.mdpi.com/2227-7102/14/7/774
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