Evaluation of teachers’ orchestration tools usage in robotic classrooms

Abstract Teachers’ self-efficacy in managing classrooms is an important consideration when it comes to bringing educational robots classrooms. Orchestration tools support teachers by providing awareness indicators of students’ progress as well levers control the flow lesson. We designed and evaluated impact orchestration tool for a series robot-based learning activities teach basic concept mathematics children, aged 7-10. Six primary schools across Switzerland used manage six sessions involving total ninety-one students. observed teachers’ usage during interviewed them after about usefulness these functionalities. Our findings show that even though different ways from each other, general, supported their classroom practices, mainly activity sequence get aware robot technical failures and, lesser degree, purpose transitions enriching class discussions. discuss theoretical implications results, relating our literature on design, especially highlighting importance level type technology contextual factors affecting tools. also provide designing tools, focusing necessity types multiple options management fulfil variety needs.