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(Ed.)
With children spending more time online, personal data are stored
on their devices making them susceptible to online risks. Exposing
students to cybersecurity education at an early age is critical for
raising awareness and knowledge. Yet access to cybersecurity education
curricular materials that are engaging for young students is
limited. In this work, we present interactive cybersecurity stories
for students in grades 3-5 delivered through a commercial social
robot. Through focus groups and interviews we subsequently investigated
teachers’ views on using a social robot for cybersecurity
education, interest in incorporating social robots in the classroom,
and perceptions of the ways in which social robots can impact
teaching practice and student learning. Findings indicated that
teachers found the social robot engaging and expressed interest in
using it in their classroom despite some concerns. Findings have
implications for the design and implementation of cybersecurity
curricula delivered through emerging technologies.
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