The purpose of this paper is to address the role of social robots in the education industry, specifically within special developmental schools, as a part of an innovation technology portfolio. It identifies critical success factors (CSFs) arising from the development, adoption and implementation of social robots to educate students with special needs and assist their teachers.
The study engaged in longitudinal research over 12 months, tracking the role of the Matilda robot in providing educational services to students with special needs.
The results propose a three-faceted framework for social robot application in special education: development, adoption and implementation.
The study has shown the willingness of students and teachers to embrace social robot technology, and the CSF that arise from this adoption. It has also found that social robots achieve the greatest success within the development, adoption and implementation framework when championed by executive management, and peer teacher support.
The project was funded by House with No Steps (HWNS), under an external grant (Project Code: 3.4299.02). The authors would like to acknowledge the staff at Waratah Special Developmental School and the principal, teachers, students and their parents who participated in this research project.
Khaksar, S.M.S., Slade, B., Wallace, J. and Gurinder, K. (2019), "Critical success factors for application of social robots in special developmental schools: Development, adoption and implementation", International Journal of Educational Management, Vol. 34 No. 4, pp. 677-696. https://doi.org/10.1108/IJEM-08-2019-0304Download as .RIS
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