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Learning from and with Robots
Last Updated: 2026-02-05 16:16:24
Abstract
This seminar introduces the fundamentals and latest research developments, challenges and opportunities related to social robotics in learning contexts, with a strong focus on psychological and neuroscientific techniques, and critical evaluation of research practices for studying robots’ effectiveness as pedagogical tools. Common perspectives, controversies and empirical evidence are considered.
Objective
- To familiarize students with current concepts, theories, methods and findings from behavioral and brain sciences related to human—robot interaction in learning contexts - To develop a critical view of extant findings and the tools for evaluating the quality of evidence/data - To integrate this knowledge into their own use of embodied (robotics) technology in classroom contexts
Content
As embodied robots become increasingly ubiquitous in social contexts ranging from hospitals and care homes to education and work environments, the enthusiasm and hopes for these technologies often far outstrip current robots’ capabilities. When we consider the placement of robots in classrooms to stimulate or support learning, we are confronted with a paucity of high-quality data related to how and why robots might serve as useful tools to promote learning. In this seminar, students will learn how research from the behavioral and brain sciences is enhancing education and robotics research to build a more complete picture of the scope, challenges, and opportunities of social robots being deployed as educational aids. The seminar builds on the active participation of students in reading, presenting, and critically discussing selected papers in the field. In a final small-group assignment, students are required to integrate and elaborate upon topics covered in the seminar by presenting and debating a novel research proposal for addressing a timely research question related to the use of robots in the classroom.
General Information
- Language
- English
- Levels
- DZ , DS , DR , SHE
- Frequency
- Yearly recurring
Examination
- Type
- graded semester performance
Course Components
| Type | Title | Time & Place | Hours |
|---|---|---|---|
| seminar | Learning from and with Robots |
|
2 h weekly |
Offered In
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Science in Perspective (In “Science in Perspective”-courses students learn to reflect on ETH’s STEM subjects from the perspective of humanities, political and social sciences. Only the courses listed below will be recognized as "Science in Perspective" courses.)
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Type A: Enhancement of Reflection Competence (SiP courses are recommended for bachelor students after their first-year examination and for all master- or doctoral students. All SiP courses are listed in Type A. Courses listed under Type B are only recommendations for enrollment for specific departments.)
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Educational Science for Teaching Diploma and TC (These are the general course offerings of the programmes Teaching Diploma (TD) - categories Educational Science and Compulsory Elective Courses - and Teaching Certificate (TC) - category Educational Science.)
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Doctorate Humanities, Social and Political Sciences (More Information at: )