{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-52QQD9ND/7dd07d05-67dc-4748-873b-11cef5ed11b5/PDF","dcterms:extent":"1162 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-52QQD9ND/500636c2-edfe-4ce8-80f7-41a9f7663097/TEXT","dcterms:extent":"32 KB"}],"edm:TimeSpan":{"@rdf:about":"2025-2025","edm:begin":{"@xml:lang":"en","#text":"2025"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-52QQD9ND","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-5L0SRALH"},{"@xml:lang":"sl","#text":"Revija inovativna pedagogika"}],"dcterms:issued":"2025","dc:creator":["Bratina, Matevž","Hari, Daniel","Kerneža, Maja","Zemljak, Dejan"],"dc:format":[{"@xml:lang":"sl","#text":"letnik:1"},{"@xml:lang":"sl","#text":"številka:3"},{"@xml:lang":"sl","#text":"str. 472-484"}],"dc:identifier":["DOI:10.63069/nnp7ft31","COBISSID_HOST:234062339","ISSN:3024-031X","URN:URN:NBN:SI:doc-52QQD9ND"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Vzgojno-izobraževalni zavod Antona Martina Slomška"},"dc:subject":[{"@xml:lang":"en","#text":"group work"},{"@xml:lang":"sl","#text":"Interaktivno učenje (strojno učenje)"},{"@xml:lang":"sl","#text":"Osnovnošolsko izobraževanje"},{"@xml:lang":"en","#text":"primary school"},{"@xml:lang":"sl","#text":"razredna stopnja"},{"@xml:lang":"en","#text":"robotics"},{"@xml:lang":"sl","#text":"robotika"},{"@xml:lang":"sl","#text":"skupinsko delo"}],"dcterms:temporal":{"@rdf:resource":"2025-2025"},"dc:title":{"@xml:lang":"sl","#text":"Humanoidni robot Alpha Mini kot orodje za interaktivno učenje v razredu|"},"dc:description":[{"@xml:lang":"sl","#text":"The study examines the impact of the humanoid robot Alpha Mini on interactive learning, collaborative skills, and students' sense of responsibility in group work. The aim of the research is to analyze whether and how humanoid robots contribute to improving student collaboration and increasing their engagement in learning activities. The study is based on a quasi-experimental research design using a case study method, involving 31 primary school students divided into heterogeneous groups. Observation and survey questionnaire are used to analyze the dynamics of collaboration, the types of questions asked, and students' subjective perceptions. The results indicate that the humanoid robot positively influences students' motivation and encourages active participation in group work, although differences in confidence when asking questions are observed. During the interaction, students develop strategies for more effective communication, confirming that the robot not only enhances collaborative skills but also fosters critical thinking. The study confirms the potential of humanoid robots as teaching aids while highlighting the need for pedagogical adaptations to ensure the equal inclusion of all students"},{"@xml:lang":"sl","#text":"Prispevek predstavlja raziskavo o vplivu humanoidnega robota Alpha Mini na interaktivno učenje, sodelovalne veščine in občutek odgovornosti učencev pri skupinskem delu. Cilj raziskave je analizirati, ali in kako lahko humanoidni roboti prispevajo k izboljšanju sodelovanja med učenci ter povečanju njihove angažiranosti pri učnih dejavnostih. Raziskava temelji na kvazieksperimentalnem raziskovalnem načrtu z metodo študije primera, pri čemer je sodelovalo 30 učencev razredne stopnje, razdeljenih v heterogene skupine. Z uporabo opazovanja in anketnega vprašalnika so analizirani dinamika sodelovanja, vrsta zastavljenih vprašanj in subjektivne zaznave učencev. Rezultati kažejo, da humanoidni robot pozitivno vpliva na motivacijo učencev in spodbuja aktivno sodelovanje v skupinskem delu, čeprav so opazne razlike v samozavesti pri postavljanju vprašanj. Med interakcijo učenci razvijajo strategije za bolj učinkovito komunikacijo, pri čemer se potrjuje, da robot ne le spodbuja sodelovalne veščine, temveč tudi kritično mišljenje. Raziskava potrjuje potencial humanoidnih robotov kot učnih pripomočkov, hkrati pa izpostavlja potrebo po didaktičnih prilagoditvah za enakomernejšo vključenost vseh učencev"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-52QQD9ND","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-52QQD9ND"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-52QQD9ND/7dd07d05-67dc-4748-873b-11cef5ed11b5/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by/4.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Vzgojno-izobraževalni zavod Antona Martina Slomška"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-52QQD9ND/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-52QQD9ND"}}}}