HMC in the educational context


Techonlogies in HMC can interrupt a lot of our pedagogical techniques and has the opportunity to change what education looks like for many. Using robots in the classroom is not a new endeavor. From social robots as stand-ins for math tutoring, working with students identified with Autism Spectrum Disorder (ASD), to telepresence robots there are various uses for robots and they don’t need to be overly sophisticated either. AI can be used in the classroom as tools to facilitate individualized learning, however, in its adoption we must understand who is involved in its development and adoption and how these systems can and do harm those most often marginalized. HMC scholars need to be interdisciplinary and holistic in their research about AI in educational contexts. VR and AR systems also have great use in the classroom, especially regarding public speaking. These technologies have a great opportunity for enhancing instructor content by providing immersive experiences for students (and instructors too). Regarding HMC and instructional communication research, variables such as immediacy, credibility, and teacher clarity are important for encouraging positive interactions with machine actors in the classroom settings. This chapter provides a bird’s eye view of the use of HMC technology in the classroom and important avenues of work regarding HMC in instructional communication research. (Abstract provided is not in final published chapter and is only to provide a synopsis here)

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Matthew J. A. Craig
Matthew J. A. Craig
PhD candidate in Communication & Information

Matthew Craig is a doctoral candidate in communication & information at Kent State University. Matthew Craig has research interests in human-machine communication and new media specific focus on the intersections of human-machine communication, privacy management, and society.