Social Robots for Education
About this research line
We explore how social robots can transform educational environments by acting as interactive tutors, learning companions, and classroom assistants.
Social robots can leverage natural language processing, emotional intelligence, and adaptive behaviours to engage with students in ways that feel intuitive and supportive. Integrated into classrooms, social robots can personalise learning experiences, provide real-time feedback, and foster collaboration among students. As educational tools, robots can assist teachers, offer one-on-one support to students, and adapt their teaching styles to individual learning paces. For example, robots can help students with special educational needs by providing patient, consistent guidance, or act as mediators in group activities to encourage participation and teamwork.
However, integrating robots into education also raises important questions, such as the perception of robots as peers or teachers, and the ability of robots to build trust and rapport with learners. Our research addresses these challenges by combining insights from pedagogy, psychology, and robotics to create robots that are not only technically advanced but also effective and empathetic educational partners.
The Nao robot deployed in a classroom.
Social Robots in STEM Education
In STEM (Science, Technology, Engineering, and Mathematics) education, social robots can serve as learning facilitators, such as teachers, tutors, or peers, as well as hands-on tools to make abstract concepts more tangible. For instance, robots can guide students through math exercises, demonstrate physics principles in real time, or assist in engineering projects by providing step-by-step instructions. Interactive and engaging robots help students develop problem-solving skills and a deeper understanding of complex topics.
We apply our research in partnership with Mzumbe University in Tanzania, where we are developing social robots to support STEM education in under-resourced schools. Additional challenges include access to fast and reliable internet, which is crucial for the operation of many social robots, as well as the scarcity of contextual Swahili-language data, the primary language of instruction in public schools. Nevertheless, we are working on creating robots that can function effectively in low-resource settings, ensuring that students in these areas can benefit from the advantages of social robotics in education.
The Nao robot engaged with a student in a STEM activity.
Graphical interfaces can support the learning activity.
Social Robots in Second Language Learning
Learning a second language often requires consistent practice and exposure to native-like interactions. Social robots can provide this by engaging learners in conversations, correcting pronunciation, and offering cultural context; all in a low-pressure, supportive environment. For example, a robot can act as a language partner, simulating real-world dialogues or role-playing scenarios to help students build confidence and fluency. This is especially beneficial for learners who may not have access to native speakers or language immersion opportunities.
Our work focuses on developing robots that adapt to the proficiency level of each learner, provide personalised feedback, and create immersive language-learning experiences. Combining speech recognition and natural language understanding, with text, audio, and images, these robots aim to make language learning more accessible, enjoyable, and effective for students of all ages.
A social robot in an interactive storytelling session.