Supporting Preschool Emotional Development with AI-Powered Robots
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arXiv
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| Main Authors: | , , |
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| Format: | Preprint |
| Published: |
2025
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| _version_ | 1866916756633681920 |
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| author | Berrezueta-Guzman, Santiago Dolón-Poza, María Wagner, Stefan |
| author_facet | Berrezueta-Guzman, Santiago Dolón-Poza, María Wagner, Stefan |
| contents | This study evaluates the integration of AI-powered robots in early childhood education, focusing on their impact on emotional self-regulation, engagement, and collaborative skills. A ten-week experimental design involving two groups of children assessed the robot's effectiveness through progress assessments, parental surveys, and teacher feedback. Results demonstrated that early exposure to the robot significantly enhanced emotional recognition, while sustained interaction further improved collaborative and social engagement. Parental and teacher feedback highlighted high acceptance levels, emphasizing the robot's ease of integration and positive influence on classroom dynamics. This research underscores the transformative potential of AI and robotics in education. The findings advocate for the broader adoption of AI-powered interventions, carefully examining equitable access, ethical considerations, and sustainable implementation. This work sets a foundation for exploring long-term impacts and expanding applications of AI in inclusive and impactful educational settings. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2505_18661 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Supporting Preschool Emotional Development with AI-Powered Robots Berrezueta-Guzman, Santiago Dolón-Poza, María Wagner, Stefan Robotics Human-Computer Interaction This study evaluates the integration of AI-powered robots in early childhood education, focusing on their impact on emotional self-regulation, engagement, and collaborative skills. A ten-week experimental design involving two groups of children assessed the robot's effectiveness through progress assessments, parental surveys, and teacher feedback. Results demonstrated that early exposure to the robot significantly enhanced emotional recognition, while sustained interaction further improved collaborative and social engagement. Parental and teacher feedback highlighted high acceptance levels, emphasizing the robot's ease of integration and positive influence on classroom dynamics. This research underscores the transformative potential of AI and robotics in education. The findings advocate for the broader adoption of AI-powered interventions, carefully examining equitable access, ethical considerations, and sustainable implementation. This work sets a foundation for exploring long-term impacts and expanding applications of AI in inclusive and impactful educational settings. |
| title | Supporting Preschool Emotional Development with AI-Powered Robots |
| topic | Robotics Human-Computer Interaction |
| url | https://arxiv.org/abs/2505.18661 |