Teaching Robo-Ethics Through Play: Case study of the Cooperative Board Game THREE

Additional materials for the paper "Teaching Robo-Ethics Through Play: Case study of the Cooperative Board Game THREE" Abstract This study evaluates the educational effectiveness of THREE, a cooperative board game inspired by Asimov’s Three Laws of Robotics, as a teaching tool for robo-ethics. Seventy-two pupils (with an average age of 13) were divided into two groups: one played the game, the other attended a traditional lesson. Using a pre-test/post-test design, we assessed knowledge (TPRA test), attitudes toward robots (BHNU and NATIR scales), and engagement (immersion questionnaire IMM). Results show that THREE is as effective as traditional instruction in improving knowledge of the Three Laws. However, neither the game nor the lesson had a significant influence on attitudes toward robots. Engagement levels were similar across groups, with immersion correlating positively with board game preferences and negatively with video game preferences. These findings suggest that THREE is a promising tool for teaching robo-ethics, but repeated sessions may be needed to enhance engagement and influence attitudes. Keywords robo-ethics, Three Laws of Robotics, cooperative games, educational effectiveness of games, Human–Robot Interaction (HRI), immersion, attitudes towards robots, belief in human nature uniqueness