Toward Ethical Deployment of Social Robots in Education

Abstract

Purpose: This study explores the role of social robots, also known as socially assistive robots (SARs), in educational settings. It highlights their potential benefits in language learning, STEM education, and personalized learning. The study also aims to identify and address the ethical concerns associated with integrating social robots into education. Method: The paper reviews existing literature on the use of social robots in education and analyzes their potential benefits and ethical issues. The analysis focuses on various educational contexts and the interactions between students and social robots. The review also considers technological advancements and their implications for ethical concerns. Results: Social robots can significantly enhance language learning, STEM education, and personalized learning experiences for students. However, it also identifies several ethical concerns: excessive emotional attachment to robots, privacy issues, potential abuse of robots, bias in the information provided by robots, and accessibility challenges for disadvantaged groups. Conclusion: Addressing the ethical issues related to the use of social robots in education is crucial for maximizing their benefits while ensuring fairness and safety for students. The paper emphasizes the need for collaborative efforts among stakeholders to develop effective and ethical applications of social robots in education, and go forward to both technological advancements and ethical implications.