Słowa kluczowe
roboty społeczne, roboty edukacyjne, edukacja, postawy wobec robotów, inteligencja hybrydowa
Pełny tekst jest dostępny w PDF.
Dla tego archiwalnego rekordu nie udało się odtworzyć zweryfikowanego streszczenia do warstwy HTML. Pełny tekst pozostaje dostępny w PDF.
Angel-Fernandez J.M., & Vincze M. (2018). Towards a Definition of Educational Robotics.
W: Austrian Robotics Workshop, 37.
Atman Uslu N., Yavuz G.Ö., & Koçak Usluel Y. (2023). A Systematic Review Study on
Educational Robotics and Robots. Interactive Learning Environments, 31(9), 5874–5898.
https://doi.org/10.1080/10494820.2021.2023890.
Bartneck C., & Forlizzi J. (2004, September). A Design-Centred Framework for Social Human-
Robot Interaction. W: RO-MAN 2004. 13th IEEE International Workshop on Robot and
Human Interactive Communication (IEEE Catalog No. 04TH8759) (s. 591–594). IEEE.
Bartneck C., Belpaeme T., Eyssel F., Kanda T., Keijsers M., & Šabanović S. (2024). Human-Robot
Interaction: An introduction. Cambridge.
Belpaeme T., Kennedy J., Ramachandran A., Scassellati B., & Tanaka F. (2018). Social Robots
for Education: A Review. Science Robotics, 3(21), eaat5954.
Cabibihan J.J., Javed H., Ang M., & Aljunied S.M. (2013). Why Robots? A Survey on the Roles
and Benefits of Social Robots in the Therapy of Children with Autism. International
Journal of Social Robotics, 5, 593–618.
Catlin D., Kandlhofer M., Holmquist S., Csizmadia A.P., Angel-Fernandez J., & Cabibihan J.J.
(2018). EduRobot Taxonomy and Papert’s Paradigm. W: V. Dagiene & E. Jasute (red.),
Constructionism 2018: Constructionism, Computational Thinking and Educational
Innovation (s. 151–159). Vilnius.
Dautenhahn K., & Billard A. (1999, April). Bringing up Robots or – The Psychology of Socially
Intelligent Robots: From Theory to Implementation. In Proceedings of the Third Annual
Conference on Autonomous Agents (s. 366–367).
Dellermann D., Ebel P., Söllner M., et al. (2019). Hybrid Intelligence. Business & Information
Systems Engineering, 61, 637–643.
Gawryołek-Osińska M (2022). Czy można zaprzyjaźnić się z robotem? Scenariusz przeznaczony
dla uczniów szkół ponadpodstawowych. [Can You Befriend a Robot? A Script for High
School Students] Centrum Nauki Kopernik. URL=https://www.kopernik.org.pl/sites/
default/files/2022-04/Scenariusze_KEI_zaprzyjaznic_sie_z_robotem_20220413.pdf
Guggemos J., Seufert S., Sonderegger S., Burkhard M. (2022). Social Robots in Education:
Conceptual Overview and Case Study of Use. W: Ifenthaler D., Isaías P., Sampson D.G.
(red.) Orchestration of Learning Environments in the Digital World. Cognition and
Exploratory Learning in the Digital Age. Springer, Cham.
Hegel F., Muhl C., Wrede B., Hielscher-Fastabend M., & Sagerer G. (2009, February).
Understanding Social Robots. W: 2009 Second International Conferences on Advances
in Computer-Human Interactions (s. 169–174). IEEE.
116
Social Robots in an Educational Context. An Overview
Konijn E.A., Smakman M., & Berghe R. (2020). Use of Robots in Education. W: The International
Encyclopedia of Media Psychology (s. 1–8). (The Wiley Blackwell-ICA International
Encyclopedias of Communication). Wiley. https://doi.org/10.1002/9781119011071.
iemp0318.
Kossewska J. (2024). Roboty humanoidalne w terapii dzieci z zaburzeniami ze spektrum
autyzmu – szanse i zagrożenia. [Humanoid Robots in the Therapy of Children with
Autism Spectrum Disorders: Opportunities and Risks]. Roczniki Kulturoznawcze, 15(2),
41–61.
Lampropoulos G. (2025). Social Robots in Education: Current Trends and Future Perspectives.
Information, 16(1), 29.
Łupkowski P., & Wasielewska A. (2019). The Cooperative Board Game THREE. A Test Field for
Experimenting with Moral Dilemmas of Human-Robot Interaction. Ethics in Progress,
10(2), 82–97.
Łupkowski, P., Wasielewska, A. (2025). THREE: An Educational Game Inspired by Asimov’s
Three Laws of Robotics. Social Pedagogy, 1(95), 89–111. DOI: https:doi.org/10.35464/1642-
672X.PS.2025.1.07.
Łupkowski P., Danilewicz O., Ratajczyk D., & Wasielewska A. (2022). ‘It is Really Interesting
How That Small Robot Impacts Humans’. The Exploratory Analysis of Human Attitudes
Toward the Social Robot Vector in Reddit and YouTube Comments. Journal of
Automation, Mobile Robotics and Intelligent Systems, 16(2), 3–10.
Moradi M., Moradi M., Bayat F., & Toosi A.N. (2019). Collective Hybrid Intelligence: Towards
a Conceptual Framework. International Journal of Crowd Science, 3(2), 198–220.
Scassellati B., Admoni H., & Matarić M. (2012). Robots for use in autism research. Annual
Review of Biomedical Engineering, 14(1), 275–294.
Smakman M., Vogt P., & Konijn E.A. (2021). Moral Considerations on Social Robots in Edu-
cation: A Multi-Stakeholder Perspective. Computers & Education, 174, 104317.
Palomäki J., Kunnari A., Drosinou M., Koverola M., Lehtonen N., Halonen J., Repo M. & Laaka-
suo M. (2018). Evaluating the Replicability of the Uncanny Valley Effect. Heliyon, 4(11).
Pennisi P., Tonacci A., Tartarisco G., Billeci L., Ruta L., Gangemi S., & Pioggia G. (2016). Au-
tism and Social Robotics: A Systematic Review. Autism Research, 9(2), 165–183.
Ratajczyk D. (2019). Uncanny Valley in Video Games: An Overview. Homo Ludens, 1(12),
135–148.
Sarrica M., Brondi S., & Fortunati L. (2020). How Many Facets Does a “Social Robot” ha-
ve? A Review of Scientific and Popular Definitions Online. Information Technology
& People, 33(1), 1–21.
Youssef K., Said S., Alkork S., & Beyrouthy T. (2023). Social Robotics in Education: A Survey
on Recent Studies and Applications. International Journal of Emerging Technologies in
Learning (Online), 18(3), 67.
Wasielewska A., & Łupkowski P. (2021). Nieoczywiste relacje z technologią. Przegląd badań na
temat ludzkich postaw wobec robotów. [Not So Obvious Relationships with Technolo-
gy: A Review of Research on Human Attitudes Towards Robots] Człowiek i Społeczeń-
stwo, 51, 165–187.
Wykowska A. (2020). Social Robots to Test Flexibility of Human Social Cognition. Internatio-
nal Journal of Social Robotics, 12(6), 1203–1211.
117
W: Austrian Robotics Workshop, 37.
Atman Uslu N., Yavuz G.Ö., & Koçak Usluel Y. (2023). A Systematic Review Study on
Educational Robotics and Robots. Interactive Learning Environments, 31(9), 5874–5898.
https://doi.org/10.1080/10494820.2021.2023890.
Bartneck C., & Forlizzi J. (2004, September). A Design-Centred Framework for Social Human-
Robot Interaction. W: RO-MAN 2004. 13th IEEE International Workshop on Robot and
Human Interactive Communication (IEEE Catalog No. 04TH8759) (s. 591–594). IEEE.
Bartneck C., Belpaeme T., Eyssel F., Kanda T., Keijsers M., & Šabanović S. (2024). Human-Robot
Interaction: An introduction. Cambridge.
Belpaeme T., Kennedy J., Ramachandran A., Scassellati B., & Tanaka F. (2018). Social Robots
for Education: A Review. Science Robotics, 3(21), eaat5954.
Cabibihan J.J., Javed H., Ang M., & Aljunied S.M. (2013). Why Robots? A Survey on the Roles
and Benefits of Social Robots in the Therapy of Children with Autism. International
Journal of Social Robotics, 5, 593–618.
Catlin D., Kandlhofer M., Holmquist S., Csizmadia A.P., Angel-Fernandez J., & Cabibihan J.J.
(2018). EduRobot Taxonomy and Papert’s Paradigm. W: V. Dagiene & E. Jasute (red.),
Constructionism 2018: Constructionism, Computational Thinking and Educational
Innovation (s. 151–159). Vilnius.
Dautenhahn K., & Billard A. (1999, April). Bringing up Robots or – The Psychology of Socially
Intelligent Robots: From Theory to Implementation. In Proceedings of the Third Annual
Conference on Autonomous Agents (s. 366–367).
Dellermann D., Ebel P., Söllner M., et al. (2019). Hybrid Intelligence. Business & Information
Systems Engineering, 61, 637–643.
Gawryołek-Osińska M (2022). Czy można zaprzyjaźnić się z robotem? Scenariusz przeznaczony
dla uczniów szkół ponadpodstawowych. [Can You Befriend a Robot? A Script for High
School Students] Centrum Nauki Kopernik. URL=https://www.kopernik.org.pl/sites/
default/files/2022-04/Scenariusze_KEI_zaprzyjaznic_sie_z_robotem_20220413.pdf
Guggemos J., Seufert S., Sonderegger S., Burkhard M. (2022). Social Robots in Education:
Conceptual Overview and Case Study of Use. W: Ifenthaler D., Isaías P., Sampson D.G.
(red.) Orchestration of Learning Environments in the Digital World. Cognition and
Exploratory Learning in the Digital Age. Springer, Cham.
Hegel F., Muhl C., Wrede B., Hielscher-Fastabend M., & Sagerer G. (2009, February).
Understanding Social Robots. W: 2009 Second International Conferences on Advances
in Computer-Human Interactions (s. 169–174). IEEE.
116
Social Robots in an Educational Context. An Overview
Konijn E.A., Smakman M., & Berghe R. (2020). Use of Robots in Education. W: The International
Encyclopedia of Media Psychology (s. 1–8). (The Wiley Blackwell-ICA International
Encyclopedias of Communication). Wiley. https://doi.org/10.1002/9781119011071.
iemp0318.
Kossewska J. (2024). Roboty humanoidalne w terapii dzieci z zaburzeniami ze spektrum
autyzmu – szanse i zagrożenia. [Humanoid Robots in the Therapy of Children with
Autism Spectrum Disorders: Opportunities and Risks]. Roczniki Kulturoznawcze, 15(2),
41–61.
Lampropoulos G. (2025). Social Robots in Education: Current Trends and Future Perspectives.
Information, 16(1), 29.
Łupkowski P., & Wasielewska A. (2019). The Cooperative Board Game THREE. A Test Field for
Experimenting with Moral Dilemmas of Human-Robot Interaction. Ethics in Progress,
10(2), 82–97.
Łupkowski, P., Wasielewska, A. (2025). THREE: An Educational Game Inspired by Asimov’s
Three Laws of Robotics. Social Pedagogy, 1(95), 89–111. DOI: https:doi.org/10.35464/1642-
672X.PS.2025.1.07.
Łupkowski P., Danilewicz O., Ratajczyk D., & Wasielewska A. (2022). ‘It is Really Interesting
How That Small Robot Impacts Humans’. The Exploratory Analysis of Human Attitudes
Toward the Social Robot Vector in Reddit and YouTube Comments. Journal of
Automation, Mobile Robotics and Intelligent Systems, 16(2), 3–10.
Moradi M., Moradi M., Bayat F., & Toosi A.N. (2019). Collective Hybrid Intelligence: Towards
a Conceptual Framework. International Journal of Crowd Science, 3(2), 198–220.
Scassellati B., Admoni H., & Matarić M. (2012). Robots for use in autism research. Annual
Review of Biomedical Engineering, 14(1), 275–294.
Smakman M., Vogt P., & Konijn E.A. (2021). Moral Considerations on Social Robots in Edu-
cation: A Multi-Stakeholder Perspective. Computers & Education, 174, 104317.
Palomäki J., Kunnari A., Drosinou M., Koverola M., Lehtonen N., Halonen J., Repo M. & Laaka-
suo M. (2018). Evaluating the Replicability of the Uncanny Valley Effect. Heliyon, 4(11).
Pennisi P., Tonacci A., Tartarisco G., Billeci L., Ruta L., Gangemi S., & Pioggia G. (2016). Au-
tism and Social Robotics: A Systematic Review. Autism Research, 9(2), 165–183.
Ratajczyk D. (2019). Uncanny Valley in Video Games: An Overview. Homo Ludens, 1(12),
135–148.
Sarrica M., Brondi S., & Fortunati L. (2020). How Many Facets Does a “Social Robot” ha-
ve? A Review of Scientific and Popular Definitions Online. Information Technology
& People, 33(1), 1–21.
Youssef K., Said S., Alkork S., & Beyrouthy T. (2023). Social Robotics in Education: A Survey
on Recent Studies and Applications. International Journal of Emerging Technologies in
Learning (Online), 18(3), 67.
Wasielewska A., & Łupkowski P. (2021). Nieoczywiste relacje z technologią. Przegląd badań na
temat ludzkich postaw wobec robotów. [Not So Obvious Relationships with Technolo-
gy: A Review of Research on Human Attitudes Towards Robots] Człowiek i Społeczeń-
stwo, 51, 165–187.
Wykowska A. (2020). Social Robots to Test Flexibility of Human Social Cognition. Internatio-
nal Journal of Social Robotics, 12(6), 1203–1211.
117