Global teacher shortage is a serious concern with grave implications for the future of education. This calls for novel ways of addressing teacher roles. The economic benefits of tireless labor inspires the need for teachers who are unlimited by natural human demands, highlighting consideration for the affordances of robotics and Artificial Intelligence in Education (AIED) as currently obtainable in other areas of human life. This however demands designing robotic personalities that can take on independent teacher roles despite strong opinions that robots will not be able to fully replace humans in the classroom of the future. In this article, we argue for a future classroom with independent robot teachers, highlighting the minimum capabilities required of such personalities in terms of personality, instructional delivery, social interaction, and affect. We describe our project on the design of a robot teacher based on these. Possible directions for future system development and studies are highlighted.
APPLIED ARTIFICIAL INTELLIGENCE one of these factors; however, peer instruction (Brill and Hodges 2010; Mazur 1997; Mazur and Watkins 2010) integrates the various elements by factoring peer/social learning (Michinov, Morice, and Ferrires 2015), student response (Donovan 2008), dialogue/group discussion (Smith et al. learning 2009), or learning by teaching and metacognition/conceptual (Mcconnell et al. 2006) in a single approach. The effectiveness of the learning-by-teaching approach has been highlighted in studies (Biswas et al. 2005) and shown to yield even better results when combined with conceptual learning to promote metacognition.
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The significance of STEM education and K-12 learning is also factored into the design with focus on basic chemistry (matter, elements, and atoms). The teachers role as a facilitator of learning is also highlighted in the design; the traditional role of the teacher as the sage-on-stage is replaced by his role as a moderator of the learning-by-teaching, or peer instruction approach. The teacher introduces the topic with the simplest call on learners attention, followed by quiz items designed as conceptual questions to foster metacognition. The key aspect of learning take place during the student discussion session which is moderated by the teacher who at the end of the session provides a summary, highlighting the basic principles in focus and expanding on students explanations offered during the discussion session.
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Classroom-based social interaction Learning and communication has been shown to mutually influence each other (Abdullah and Cerri 2005). They noted that people operate based on some unwritten internal rules which can influence learning, adaptation, and merging of protocol within the communication context. This is similar to the concept of social interaction captured in proxemics, which addresses culture-inspired internal rules that moderate social interaction including classroom-based communication. A breakdown of these rules will result in failed communication in any context, and it is therefore a key consideration in the development of the interaction or communication system.
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A good teacher is expected to be a good communicator, and able to exhibit agency and social presence (Priestley 2015; Straub 2016; Andre Pereira, Prada, and Paiva 2014) which is indicated by several elements of social presence or agency (Biocca, Harms, and Gregg 2001; Andre Pereira, Prada, and Paiva 2014; Straub 2016) including the following: physical embodiment or presence including ability to engage other agents in face-to-face interaction, attention allocation to other agents and perception of a reciprocal allocation from them 353 354
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