Incorporation of Robotics in AI Education: Barriers and Enablers as Perceived by K-12 Teachers

Abstract

Adopting robotics as a pedagogical tool is commonly observed in school-based programs related to AI education; however, scant research has been conducted on teachers' perceived challenges therein. This study, through interviewing K-12 teachers (n = 11), aimed to probe into their perceived barriers and enablers (as well as the corresponding impacts) in the situation of harnessing robotics in AI education. This study revealed that, apart from the presence of some common external and internal barriers/enablers, a new factor, namely “technology” concerning the quality and functions of technology emerged. This work provides the field with insights into designing and implementing teacher professional development training on AI education in K-12 contexts.