A new study indicates that robots can help children overcome reading

For many children, reading can be loud nerves. Fear of stumbling on the text, errors of words, and judging it in front of a group of their peers, can lead to high anxiety and confidence. A New study By researchers from the University of Chicago, the University of Illinois Chicago and the University of Wisconsin – Madison suggests a sudden ally – robots – may reduce this tension.

It also raises artificial intelligence about concerns about Whether he is undermining learning And the effort required for critical thinking, this study may show another role that machine learning can play in the classroom. Unlike artificial intelligence tools and Chatbots It is often used to cheat or generate tasks for students. Social robots may support the emotional and social aspects of learning, and help young students build confidence and basic skills, such as reading loudly.

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In the experiences of 52 children between the ages of 8 and 11, the research team analyzed how children responded to reading short stories loudly in three different environments: alone, to an adult and a social robot called Misty. Researchers have found that children showed less anxiety – more stable sounds, the most calm heart rate, and the cooler face temperatures – when reading on robot compared to human human. “Even when I made a mistake, I knew that he could not be angry at me.”

The researchers have turned into physiological indicators as a way to capture children’s concern more precisely than self -reports.

“If you asked a 10 -year -old child,” would you not be tense? “They are likely to say no, either because they do not want to admit it or because they are still developing the ability to identify and nominate their own emotions.” Lauren Wright He said. “In educational research, we can use these techniques to study not only how students learn under different circumstances, but also how the learning act feels.”

Interestingly, the understanding of students has remained as it is through settings, which means that the effect of the robot did not affect their learning in general.

Every child liked Misty mechanic or his face without expression, but most of them described the robot as “pleasant, fun and less tired audience.” One of the students said: “The robot is easier because you feel less judgment because robots do not have feelings.”

The results are alluded to a future not only robots teaching tools but can work as an emotional temporary stores, helping children build confidence in moments that can feel fear. However, it is not specified if these robots can improve the understanding of reading.