教机器人助学生跨文化学习，教师共创实用方案。
Adding More Value Than Work: Practical Guidelines for Integrating Robots into Intercultural Competence Learning
- 教师参与设计，明确机器人在课堂的角色与场景。
- 机器人应辅助而非取代教师，提升教学协同性。
- 适合教育科技开发者与跨文化教学研究者参考。
尽管社交机器人已被证明能有效支持学生跨文化能力发展，但其在中小学教育中如何实际应用仍不明确。我们通过两轮与教师合作的设计工作坊，共同设计了机器人支持的跨文化学习活动，兼顾学生需求与学校整合考量。采用主题分析法，识别出适合的课堂应用场景与机器人角色，探讨机器人如何补充而非替代教师，并考虑伦理与合规问题。研究结果为人机交互领域提供了可落地的社交机器人设计指南，助力其在中小学跨文化教育中的有效应用。
原文摘要 · Abstract (English)
While social robots have demonstrated effectiveness in supporting students' intercultural competence development, it is unclear how they can effectively be adopted for integrated use in K-12 schools. We conducted two phases of design workshops with teachers, where they co-designed robot-mediated intercultural activities while considering student needs and school integration concerns. Using thematic analysis, we identify appropriate scenarios and roles for classroom robots, explore how robots could complement rather than replace teachers, and consider how to address ethical and compliance considerations. Our findings provide practical design guidelines for the HRI community to develop social robots that can effectively support intercultural education in K-12 schools.
Thank you to arXiv for use of its open access interoperability. PaperDance 不是 arXiv 官方产品；中文卡片由大模型生成，请以原文为准。