@article { serholt16, abstract = {As robots are becoming increasingly common in society and education, it is expected that autonomous and socially adaptive classroom robots may eventually be given responsible roles in primary education. In this paper, we present the results of a questionnaire study carried out with students enrolled in compulsory education in three European countries. The study aimed to explore students’ normative perspectives on classroom robots pertaining to roles and responsibilities, student-robot relationships, and perceptive and emotional capabilities in robots. The results suggest that, although students are generally positive toward the existence of classroom robots, certain aspects are deemed more acceptable than others. }, journal = {What Social Robots Can and Should Do: Proceedings of Robophilosophy 2016/TRANSOR 2016}, keywords = {Social Robotic Companions;}, pages = {240}, publisher = {IOS Press}, title = {Students’ Normative Perspectives on Classroom Robots}, volume = {290}, year = {2016}, author = {Sofia Serholt and Wolmet Barendregt and Dennis Kuster and Aidan Jones and Patrícia Alves-Oliveira and Ana Paiva} }