Dimensions of robotic education quality: teachers' perspectives as teaching assistants in Thai elementary schools

摘要

Educational robots have been used in many countries as teaching assistants in elementary schools but robotic education quality is not well established in Thailand. The primary objective of this study was to identify and confirm quality dimensions in robotic education from the teachers' perspectives. The sample size was 510 teachers who were observed in Thai elementary schools. Confirmatory Factor Analysis (CFA) indicated a good fit of a six-factor model to the observed data. The construct of CFA revealed six dimensions of robotic education quality as Social interaction, Cognitive function, Teaching method, Learner characteristics, Main features and Content. Results were similar to previous studies. Prototype development of an educational robot was proposed in relation to the Thai educational context. Further research, including large random comparative studies, needs to be performed.