Robots conversationnels : enquête sur les usages et représentations d’étudiants et étudiantes en sciences de l’éducation et de la formation en France

Abstract

This paper reports on a study involving 523 undergraduate and master’s students in Education and Training Sciences in France. It aims to identify how these future education professionals use and perceive conversational robots. The method used was a questionnaire based on attitude scales (literacy, perceived usefulness, intention) and semi-structured interviews. The results show a poor understanding of how CRs work, although the students use them routinely and in a variety of ways in both private and academic settings. They are developing strategies that they believe enable them to be more efficient when reviewing and more effective in their academic work. These initial results pave the way for further research into how these new tools can be effectively integrated into higher education, particularly among future education professionals.