AI Capable Emotional Robot Teacher as a New Economical Trend in Education

With the advancement of robot intelligence, more emphasis is devoted to educational-support inventions that help teach. One robot, for instance, helps children with their schoolwork while another one assists kids in improving their English skills. The majority of studies have been on robot performance and the effects it has. Prior literature has shown that a civilization whereby robots and humans learn alongside will become a reality soon. Students will be in households where they should study alongside several unnamed robots if a world where robots and humans train together is established. While robotic systems provide new learning services, they also pose several difficulties. As a result, moral standards for the appropriate deployment of such robots are required. It is critical to consider many stakeholder viewpoints while establishing such recommendations. Contemporary research on such viewpoints, on the other hand, mainly relies on particular stakeholders. It is worth noting that stakeholders' viewpoints, such as instructors, are critical for future advancements in the sector. As a result, a system in which third parties may command robots to give suitable teaching accompaniment to learners is required. This investigation explores and analyses the opinions of numerous stakeholders of elementary schools on the employment of robots in the teaching and training of learners, which employs a unique questionnaire that addresses several elements of challenges that the new technology is likely to pose. Additionally, the study divides the stakeholders into groups based on similar mindsets and investigates whether socio-demographic variables impact those attitude patterns. This work offers a method for teachers to command robots to give practical training support to students, who can understand their learning circumstances while studying together with the robots.