Robots could help children who conquer reading anxiety, a new study suggests

For many children, reading aloud can be nervous-sumptuous. The fear of stumbling over the text, the wrong words and judging in front of the peer group can exceed anxiety and dampen confidence. A new study Researchers from the University of Chicago, University of Illinois Chicago and Visconsin-Madison University suggest an amazing ally – robots – can facilitate that stress.

How AI causes concern about it Does learning undermin And the effort is needed to think critically, this study can show another study of roles could play in classrooms. Unlike generative AI tools and Chatbots This is often used to cheat or create tasks for students, social robots can support emotional and social aspects of learning, helping young students build self-confidence and basic skills, such as reading aloud.

Do not miss any of our impartial technological content and laboratory criticism. Add the CNET as a preferred Google Source.

You are reading: Machines can’t think of you. ‘As learning changes in age AI

In experiments with 52 children aged 8 and 11, the research team analyzed that children responded aloud in three different settings: only to the human adult and social robot by the name of Mista. Researchers found that children showed fewer signs of anxiety – stem of votes, quiet heart rate, colder facial temperature – when you read the robot compared to the human adult. One student in the study said, “Even when I made a mistake, I knew he couldn’t be mad at me.”

Researchers turned to physiological indicators as a way of caught decorating anxiety more precisely than self-reports.

“If you ask 10-year,” were you nervous? “Most likely to say no, neither because they don’t want to admit or because they still develop the ability to identify and appoint their own emotions,” Doctor and Study Lead Lauren Vright said. “We can use these techniques in educational research to study not only how students learn under different conditions, but also how the act of learning seems to feel.”

Interestingly, understanding of students remained the same through the setting, which means that the soothing robot effect has not affected their learning.

Not every child who enrolled mystical voice voice or expressionless without shuffling, but most described the robot as “sweet, entertainment and less stressful audience.” One student said, “The robot is easier because you feel less tried because robots have no feelings.”

The findings suggest in the future where robots are not only teaching tools, but they can act as emotional buffers, helping children build self-confidence in moments who can otherwise feel intimidating. However, it is indefinite if these robots can improve reading understanding.