Personality factors and acceptability of socially assistive robotics in teachers with and without specialized training for children with disability

CONTI, Daniela, COMMODARI, Elena and BUONO, Serafino (2017). Personality factors and acceptability of socially assistive robotics in teachers with and without specialized training for children with disability. Life Span and Disability, 20 (2), 251-272.

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Abstract

Personality factors can be predictors of acceptability and intention to use new technologies, especially regarding education and care fields in the whole lifespan. The aim of this study was to evaluate the predictive factors and attitudes of curricular and specialized teachers towards socially assistive robotics and the intention to use robots in teaching activities. In our research, we investigated the impact of the personality factors measured with the Big Five Questionnaire, on acceptability questionnaires derived by Eurobarometer and by the model Unified Theory of the Acceptance and Use of Technology (UTAUT), administered respectively before and after showing the possible uses of the robot NAO in education and teaching. The study was conducted in four schools, participants were 114 teachers (52.07 ± 8.22), aged 26 to 68 years, of the primary and middle school level. The results highlight the primary role of the personality factors Openness to Experience and Extraversion for promoting the acceptability and reduce the prejudicial reject regarding the use of educational and assistive robotic technologies. In conclusion, for using at best robotics in education, teachers need to receive appropriate training also on the basis of their attitudes and personality traits to learn how to plan their educational activities integrating the robotics tools.

Item Type: Article
Research Institute, Centre or Group: Materials and Engineering Research Institute > Centre for Automation and Robotics Research > Sheaf Solutions
Departments: Arts, Computing, Engineering and Sciences > Computing
Depositing User: Daniela Conti
Date Deposited: 25 Jan 2018 11:27
Last Modified: 27 Jan 2018 16:10
URI: http://shura.shu.ac.uk/id/eprint/18446

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