Abstract— User’s attitudes and perceptions of robots are increasingly being explored using a variety of methods. Considering the views of key stakeholders, and allowing such views to shape technology, is a prerequisite for the future of robotics. Yet, eliciting such views in a situation where participants have no frame of reference is no easy task. In our field of educational robotics, we are currently exploring ways in which to highlight potential ethical concerns and attitudes held by students and teachers. In this paper, we present the results of a questionnaire study conducted with 45 students in Sweden during a workshop called Robots in School: Fun or Scary? I. INTRODUCTION As the possibilities of robots in society are being increasingly explored in various areas such as healthcare and education, users’ attitudes and perceptions of these ubiquitous technologies are being brought to the forefront [1- 8]. In our field of educational robotics, where we are currently involved in designing, developing and evaluating robotic tutors able to be sensitive to students’ affective states in learning situations, we are exploring ways in which to highlight potential ethical concerns of key stakeholders, such as teachers and students. A recent Eurobarometer on public attitudes towards robots revealed that although EU citizens are generally rather positive towards the use of robots in society, only 3% of the participants believe that robots should be used for educational purposes [9]. Moreover, the participants were also inquired about in which areas they considered that robots should be banned, where 34% thought that robots should be banned within education, indicating the importance in the field to study perceptions and attitudes further. Yet, it seems that the focus in previous studies is often placed on gaining users’ acceptance rather than eliciting design sensibilities that may allow for the shaping of the technology according to users’ needs. This concern is further emphasized by Šabanovic, who recognizes the importance of including potential users in early design decisions so that robotic technologies are “socially robust, rather than merely acceptable” [10]. In this paper we present the results of a questionnaire conducted within an ongoing workshop-event held thus far with 45 students between the ages of 11-16 years old from various schools around Gothenburg, Sweden. The purpose of the questionnaire is to explore the opinions of students surrounding possible ethical dilemmas that may or may not *Research partially supported by the European Commission (EC) and funded by the EU FP7 ICT-317923 project EMOTE. Sofia Serholt and Wolmet Barendregt are with the Department of Applied Information Technology, University of Gothenburg, Gothenburg, Sweden (corresponding author to provide phone: +46-737-108076; e-mail: [sofia.serholt, wolmet.barendregt]@ ait.gu.se). arise when implementing affect sensitive robotic tutors within educational settings. Moreover, we hope to shed a light on how such opinions may lead to design implications for the future of the field. II. METHOD In our current study we aim to elicit students’ attitudes and concerns surrounding robot-aided learning within educational settings. Yet, eliciting such views in a situation where participants have no frame of reference is no easy task. As such, the researcher must provide a frame of reference. “While with existing technology users’ responses are informed by direct experience, with future technology their responses are informed by the way in which this is represented” [11]. Such difficulties we have experienced during some of our prior studies with teachers in schools [12, 13]. As part of the International Science Festival Gothenburg, classes of schoolchildren were invited to register their participation in a workshop called Robots in school: Fun or scary? Grades 4-9 were legible for participation, and a total of 7 classes were scheduled. The workshop design described below was piloted at a separate school prior to the studies. Three workshops have been carried out thus far, and we plan on extending this data set further. A. Participants The participating school classes were two classes of 9 th - graders and one class of 5 th -graders. In total, 45 students participated, of which 17 were in 5 th grade and 28 were in 9 th grade. There were 26 boys, 17 girls, and 2 students who did not answer the question about gender. B. Workshop Design The workshop consisted of four stages: an introduction to the project’s robot, a video, a focus group activity, and an individual questionnaire. Each of these activities will be described subsequently. 1) Introduction to the robot The workshop started with a short introduction of the research project, followed by a presentation of the Nao torso robot from Aldebaran Robotics. The robot was programmed to introduce itself, perform a dance, and to interact with the students through speech and face recognition, sensitivity to touch, as well as random behaviors. Students and their teachers were also allowed to ask questions. 2) Video Thereafter, a 7-minute video was shown consisting of two parts. The first part was about robots in society currently, as well as an illustration of the technical background to affect recognition, including a segment from Students’ Attitudes towards the Possible Future of Social Robots in Education Sofia Serholt and Wolmet Barendregt