This study was a comparative study that applied the quantitative methodology of an independent sample t-test. The purpose was to study the perceptions of K-12 regular and special education teachers related to socially assistive robots. The study consisted of teachers from elementary, middle and high schools in suburban areas of the mid-Atlantic and southern regions of the United States. A modified version of the Unified Technology Acceptance Survey was used to collect data on teacher perceptions, and additional teacher demographic information was collected. Data were collected toward the end of the 2017 school year.

An independent samples t-Test was used to analyze if there was a statistical difference between teachers that used robots and those who have not used robots in the classroom and those that have not used robots. The results indicated significant differences between teachers in the areas of facilitating conditions and sociability. Based on these results, recommendations for future research are presented suggesting additional examination of socially assistive robots in the K-12 classroom setting.