Artificial Intelligence Chatbots and Social Robots in Education: FEPER Framework for Efficiency, Pedagogical and Ethical Requirements
Maria Virvou, George A. Tsihrintzis
Abstract
Artificial Intelligence (AI) chatbots and social robots, when incorporated into educational settings, have the potential to significantly transform the learning experience, particularly by providing more personalised, one-on-one attention to students. However, deploying such technology in classrooms also presents challenges. These include unresolved issues related to human-AI interaction, pedagogy and theories, human oversight, data privacy, transparency, accuracy and trust. This paper explores the development of a comprehensive framework aimed at enhancing the efficiency, pedagogical effectiveness, and ethical use of AI-driven educational tools, focusing on social robots and chatbots. The framework addresses important factors such as interaction quality, requirements engineering strategies, and the alignment of AI functionalities with educational goals. It also examines ethical concerns, including data security, user transparency, and trustworthiness. By reviewing recent literature on social robots and chatbots and incorporating emerging ethical considerations alongside long-standing educational objectives, this research aims at establishing a holistic framework, FEPER, of best practices and requirements. The findings offer valuable insights for educators, policymakers, and developers aiming to create more dynamic, personalised, and ethical educational environments using AI technology.