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Storytelling by a kindergarten social assistive robot: A tool for constructive learning in preschool education

机译:幼儿园社交辅助机器人讲故事:学前教育中的建构式学习工具

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摘要

Kindergarten Social Assistive Robotics (KindSAR) is a novel technology that offers kindergarten staff an innovative tool for achieving educational aims through social interaction. Children in a preschool setting have previously been shown to benefit from playing educational games with the KindSAR robot. The experiment presented here was designed to examine how KindSAR can be used to engage preschool children in constructive learning. The basic principle of constructivist education is that learning occurs when the learner is actively involved in a process of knowledge construction. In this study, storytelling was used as a paradigm of a constructive educational activity. An interactive robot served as a teacher assistant by telling prerecorded stories to small groups of children while incorporating song and motor activities in the process. Our results show that the children enjoyed interacting with the robot and accepted its authority. This study demonstrates the feasibility and expected benefits of incorporating KindSAR in preschool education.
机译:幼儿园社交辅助机器人(KindSAR)是一项新颖的技术,为幼儿园工作人员提供了一种通过社交互动实现教育目标的创新工具。先前已经证明,学龄前儿童可以从KindSAR机器人玩益智游戏中受益。这里介绍的实验旨在检查KindSAR如何用于使学龄前儿童进行建构性学习。建构主义教育的基本原理是,学习是在学习者积极参与知识建构的过程中发生的。在这项研究中,讲故事被用作建设性教育活动的范例。一个交互式机器人充当助教,向小群孩子讲预录的故事,并在此过程中融入歌曲和运动活动。我们的结果表明,孩子们喜欢与机器人互动并接受了它的权威。这项研究证明了将KindSAR纳入学前教育的可行性和预期的好处。

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