Educational Robot Attitude Scale (ERAS)
This is the most up-to-date version of this scale.
Construct Summary
The authors define the scale as a measure of students’ attitudes towards the use of humanoid robots in educational settings. The scale consists of four factors defined as:
1. engagement - concern the learners’ involvement in the lesson (p. 385)
2. enjoyment - aimed to measure the learners’ views of the robot as a source of entertainment in the class (p. 385)
3. intention - reflect their intended communication with the robot in the future lessons (p. 385)
4. anxiety - items that target to reveal the sources of fear, anxiety and avoidance associated with the use of robots in the class
Rating = 62%
| Check? | Guideline Item |
|---|---|
| ✓ | Is the construct defined? |
| ✓ | Does the final version of the items capture the construct as it has been defined by the authors? |
| ✓ | Is the item generation process discussed (e.g., literature review, Delphi method, crowd-sourcing)? |
| ✖ | Person to items 10:1 for the initial set of items? |
| ✓ | Did they perform an EFA, PCA, Rasch, or similar test to determine the item to factor relationship? |
| ✓ | Did they describe how they determined number of factors? |
| ✖ | Did they report the full initial set of items? |
| ✖ | Did they provide loadings (EFA) or item fits (Rasch) of all items? |
| ✓ | Is there a description of the item removal process (e.g., using infit/outfit, factor loading minimum value, or cross-loading values)? |
| ✓ | Did they list the final items included in the scale? |
| ✖ | Did they include a factor structure test (e.g., second EFA, CFA, DIF, test for unidimensionality when using Rasch, or similar)? |
| ✓ | Was a measure of reliability (e.g., Cronbach’s alpha, McDonalds Omega_h or Omega_t, Tarkkonen’s Rho) reported? |
| ✖ | Was a test of validity (e.g., predictive, concurrent, convergent, discriminant) reported? |
Comments factor loadings only reported on final set of items, item removal process was described but not replicable
Reviewed by Experts ✓
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PAPER
Sisman, B., Gunay, D., & Kucuk, S. (2019). Development and validation of an educational robot attitude scale (ERAS) for secondary school students. Interactive Learning Environments, 27(3), 377-388.
PDF of scale as well as instructions for administration and scoring are not readily available. Check the paper for more details or email hriscaledatabase@gmail.com submit this information if you are the author of this scale.
Final Scale Items (17 total):
Engagement
I try to make sense of the lesson better when a robot is used in the lesson.
I can pay more attention to the lesson when there is a robot in the class.
I can consider the robot as a teacher as it talks and moves like a human.
I feel more interested in the topic when there is a robot in the class.
I enjoy lessons that are handled using a robot.
Enjoyment
It is interesting to see a robot acting and talking like a human.
Communicating with the robot is fun.
I like communicating with the robot on a one-on-one basis.
I enjoy it when the robot understands what I am saying and responds to me.
Anxiety
I don’t like the robot to be in the class.
The existence of a robot in the class causes disrupt.
Communicating with the robot is difficult.
I feel nervous while talking with the robot.
Intention
I would like robots to take part in the lessons in the future.
I would like to have a robot that would accompany me while studying at home.
I would like robots to be utilized in other lessons as well.
I think robots should be used in the lessons because the age of technology necessitates this.”