Noor-Azniza Ishak, Thaer Ajouly, Ashraf Kan’an, Osama Al-Asmar
ABSTRACT
This study sought to examine teachers' attitudes toward the use of educational robots to foster student personalities and to analyze the nature and degree of these attitudes as well as gender, academic qualifications, and years of experience variations. A descriptive-analytical approach was used; 100 instructors from Jubilee School and King Abdullah II Schools for Excellence were chosen at random. Three areas were assessed on a researcher-created questionnaire: the part educational robots play in fostering students' social and personal skills, boosting critical and creative thinking, and fulfilling student needs while enhancing the learning environment. With Cronbach’s alpha = 0.95, the instrument exhibited strong validity and reliability. Results showed that teachers often had favorable attitudes (M = 3.70). The results show that, in general, teachers are strongly in favor of integrating educational robots to improve gifted pupils' personal, social, and cognitive growth, hence creating a basis for training programs and curriculum development to use robotics effectively in education.
Keywords:
Teachers gifted students
Educational robots
