Are children perceiving robots as supporting or replacing humans?
first empirical results and classification of preconceptions within a theoretical framework
Kathrin Müller, Carsten Schulte
The relevance of digital artifacts we encounter in our daily lives is increasing. As a result, children also encounter these systems early, so that the demand for computer science education for all children is growing. One open research question is how educational approaches can or should cope with these early experiences and resulting conceptions of digital artifacts. In this context, robots are an exemplary type of artifact. The paper presents a study on young children conceptions about robots. Results are discussed within a theoretical framework based on existing literature. In this context, the question arises whether robots are conceptualized as supporting or replacing humans. In addition, how much control humans have over these developments in general, and in their daily use of digital artifacts.
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|Informatikcomputer science, Informatik-Unterricht (Fachinformatik)Computer Science Education, Roboterrobot|
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