Perceptions and Acceptance of AI-Driven Educational Robotics in Education

Olja Krčadinac; Željko Stanković; Vladimir Đokić; Dragana Božilović Đokić

doi:10.62907/juuntics250202001k

Authors

Olja Krčadinac University “Union – Nikola Tesla”, Faculty of Informatics and Computer Science, Belgrade, Serbia Author https://orcid.org/0000-0002-6299-371X
Željko Stanković Pan-European APEIRON University, Vojvode Pere Krece 13, Banja Luka, B&H Author https://orcid.org/0000-0002-9893-9088
Vladimir Đokić University “Union – Nikola Tesla”, Faculty of Informatics and Computer Science, Belgrade, Serbia Author https://orcid.org/0009-0004-9678-6999
Dragana Božilović Đokić Doctoral student, University “Union – Nikola Tesla”, Faculty of Informatics and Computer Science, Belgrade, Serbia Author https://orcid.org/0000-0002-9206-2764

DOI:

https://doi.org/10.62907/juuntics250202001k

Keywords:

Artificial Intelligence (AI), AI-Driven Educational Robotics, Educational Robotics, Human–Robot Interaction, Education

Abstract

The integration of artificial intelligence (AI) in educational robotics has the potential to enhance learning experiences and foster engagement in school environments. However, the acceptance of AI-driven educational robots by students and educators remains underexplored. This study investigates the perceptions and acceptance of AI-enhanced educational robots in educational settings through a structured survey targeting both students and teachers. Data were collected on factors such as perceived usefulness, ease of use, and willingness to adopt AI-driven robots in classroom activities. The results provide insights into key determinants influencing acceptance and highlight potential challenges and opportunities for implementing AI-based robotics in education. Findings from this research contribute to understanding how AI-driven educational technologies can be effectively integrated into school curricula, supporting informed decision-making for educators and policy-makers.

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