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首页> 外文期刊>Computers in Human Behavior >Kindergarten Social Assistive Robot (KindSAR) for children's geometric thinking and metacognitive development in preschool education: A pilot study
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Kindergarten Social Assistive Robot (KindSAR) for children's geometric thinking and metacognitive development in preschool education: A pilot study

机译:幼儿园社会辅助机器人(KindSAR),用于学前教育中儿童的几何思维和元认知发展:一项试点研究

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摘要

Kindergarten Social Assistive Robot (KindSAR) is an innovative tool promotes children's development through social interaction. This pilot study demonstrates how KindSAR can assist educational staff in the teaching of geometric thinking and in promoting the metacognitive development by engaging children in interactive play activities. Children's reactions and performances were video recorded for analysis. Most children exhibited positive interaction with the robot and a high level of enjoyment. Our results showed that their performances on geometric thinking and metacognitive tasks were improved while they "played" with the robot. To measure children's learning we have developed a novel measure of cognitive learning, which we call "velocity of learning". 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)是一种通过社交互动促进儿童发展的创新工具。这项初步研究表明KindSAR如何通过让儿童参与互动游戏活动来帮助教育工作者进行几何思维教学和促进元认知发展。记录孩子的反应和表现以进行分析。大多数孩子表现出与机器人的积极互动和高度的乐趣。我们的结果表明,当他们与机器人“玩耍”时,他们在几何思维和元认知任务上的表现得到了改善。为了衡量儿童的学习情况,我们开发了一种新颖的认知学习方法,我们称之为“学习速度”。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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