Educational Robotics Acceptance by Italian Teachers, Educators, Psychologists and Psychotherapists

The exploration of acceptance of robotics by teachers, educators, psychologists and psychotherapists appears vital for the effective implementation of Educational Robotics (ER). This exploratory study evaluated acceptance of ER by Italian teachers, educators, psychologists and psychotherapists (N = 88). This research used a cross-sectional exploratory approach with a self-administered survey based on the Unified Theory of Acceptance and Use of Technology (UTAUT). The results indicated that the professionals’ intention to use robotics in their profession was negatively related to anxiety evoked by robotics, but positively related to the following aspects: 1) positive attitudes about the use of robotics, 2) perceptions that there are factors in the environment that facilitate using robotics, 3) perceptions of ability of robots to be adaptive, 4) perceptions of robotics as enjoyable, 5) perceptions that robotics will improve the user’s workplace performance, 6) positive perceptions of what other people think about robotics, 7) perceptions that robotics performs with integrity. Teachers, educators, psychologists and psychotherapists declared themselves to be quite favorable towards the use of robotics in their profession. These results showed that ER may be more integrated in educational contexts and for therapeutic and rehabilitation purposes.