A collaborative study by researchers at the University of Chicago, University of Illinois Chicago, and University of Wisconsin-Madison shows that children ages eight to eleven experience less anxiety when reading aloud to a social robot than to a human adult. Physiological measures such as voice steadiness, heart rate, and facial temperature indicated calmer responses during robot-assisted reading. Comprehension scores remained consistent across conditions, suggesting that the robot’s calming effect does not compromise learning. The findings point to a potential role for social robots as emotional buffers in classroom settings.
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