KEEP ROBOTS OUT OF OUR CLASSROOMS, SAY PUPILS

1 May 2018
Posted by HMC Press Office

“Give me a human any time”

 Poll of sixth formers finds students fear being taught by Artificial Intelligence (AI)

More than 80% of sixth-formers in a survey released today (1 May 2018) think that a human being is a better teacher than a robot could ever be, with the same percentage rating the personal relationship they have with their teachers as important.

In a poll of approximately 500 16-18 year olds in state and independent schools, teenagers expressed concern over schools using AI to teach. They felt this would mean a lack of real-world human contact and inspiration, plus less attention and emotional support.

Some students were worried that robots acting as teachers could be hacked and produce false information, or find out their personal details. Others feared a standardisation of education, reduction of creativity -  and boredom.  One said: ‘I can’t imagine a robot teaching philosophy – in fact the thought sickens me.’

 

Survey comments from teenagers include:

“The enthusiasm of a teacher has a very large impact on students, and enthusiasm is a feeling which a robot cannot possess.”

“Robots cannot inspire students. The interaction between student and teacher cannot be matched by an AI teacher who is not truly present. Give me a human every time!”

“The human interaction between teacher and student is very important: for example, understanding difficult situations that a child might be in, whether it is a learning disorder or if there are problems at home.”

Several said they would miss the fun and in-depth conversations they had with their teachers.

The poll was undertaken ahead of the Headmasters’ and Headmistresses’ Conference (HMC) Spring Conference (2 May 2018) which will discuss artificial intelligence and virtual reality in education.

 

Poll findings include:

  • Over 80% think a robot could not be a better teacher than a human being, with just 12% feeling excited about the possibilities
  • Students rate the importance of the personal relationship they have with their teacher at 82%
  • Artificial intelligence is not currently a hot topic amongst 6th form students with more than 70% discussing it less than once a month
  • Students gave their schools a rating of 23% for how up to date they were with AI
  • Nearly 40% of respondents thought they knew more about AI and its uses than their teachers
  • Nearly 25% thought the rise of AI had affected the career they were thinking of pursuing
  • 43% were worried that it may be harder to get a job because AI is taking over so many areas of working life
  • When asked "How do you think a robot might be better than a teacher in the classroom?" typical responses included more knowledge and better organisation

 

The findings of the survey, which was conducted in April 2018, can be accessed here: https://www.surveymonkey.com/results/SM-MQSK6WMVL

Chris King, Chair of HMC and Head of Leicester Grammar School, who will be chairing the conference, said:

“Nothing can replace the magic that happens when an enthusiastic teacher and a willing pupil are in the room together. It is gratifying that pupils value the human relationship with their teachers and care is needed to make sure that it is never compromised.

“Whilst exciting developments are taking place, we will have to wait a long time for robots to be able to empathise with teenagers and draw on their own experience to bring a subject alive. Teaching is much more than passing on information.

“However, much of the concern pupils are showing could be fear of the unknown. AI has huge possibilities for adding richness to pupils’ experience, personalising their learning and freeing up teachers to do what really matters.

“Adults and children are learning about this together and it’s important that we all pay more attention to this area to understand how best to use AI in education and prepare pupils for a world in which it is commonplace.”

Professor Rose Luckin, Professor of Learning with Digital Technologies at University College, London, said of the findings:

“I agree with the majority of students who do not believe that a robot can take the place of a human teacher. However, AI enhancement would be able to assist teachers to spend more time applying their human expertise on high-quality interactions with their students.

“The increased use of AI in the workplace and in life is something that schools absolutely must start considering because the development of AI that can learn academic knowledge faster and more accurately than humans has brought about a situation that requires us urgently to make some dramatic and significant changes to our approach to education. “

 

HMC Spring Conference

Speakers include:

  • Sir Anthony Seldon, Vice-Chancellor at the University of Buckingham and author of The Fourth Revolution: How Artificial Intelligence is Changing the Face of Learning
  • Professor Rose Luckin, Professor of Learning with Digital Technologies at University College, London, whose book, Machine Learning and Human Intelligence: The Future of Education in the 21st Century, is published on 26 June.
  • Priya Lakhani, CEO of Century Tech

Full programme is at https://www.hmc.org.uk/spring-conference-2018/spring-conference-2018-programme/

 

Note to Editors

For further information, please contact Sue Bishop, HMC External Relations Director 07787 294808 [email protected] or Sheila Thompson 07958 307 637 ([email protected])

HMC is a professional association of heads of the world's leading independent schools. It has 289 members in the British Isles, a further 54 international members and 12 associates.

HMC today is a thriving, proactive association of leading figures in school education. Our members lead schools that are distinguished by their excellence in pastoral care, co-curricular provision, classroom teaching and value offered to state school partners.

HMC’s membership includes the Heads of co-educational schools, single sex schools and “diamond schools” where both single sex and co-educational teaching takes place. The association also includes Heads of schools with a particular religious affiliation or with dedicated provision for children with special educational needs.