A recent study involving elementary‑aged children discovered that reading aloud to a social robot reduced physiological signs of anxiety compared with reading alone or to a human adult. The experiment measured voice steadiness, heart rate and facial temperature, finding calmer responses when the robot was the audience. Comprehension scores remained unchanged, suggesting the robot’s presence lowered stress without affecting learning outcomes. Researchers propose that social robots could serve as low‑pressure listeners in classroom settings, helping students build confidence in public speaking tasks. Leia mais →

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. Leia mais →

A recent study involving elementary‑aged children discovered that reading aloud to a social robot reduced physiological signs of anxiety compared with reading alone or to a human adult. The experiment measured voice steadiness, heart rate and facial temperature, finding calmer responses when the robot was the audience. Comprehension scores remained unchanged, suggesting the robot’s presence lowered stress without affecting learning outcomes. Researchers propose that social robots could serve as low‑pressure listeners in classroom settings, helping students build confidence in public speaking tasks. Leia mais →

A recent study involving elementary‑aged children discovered that reading aloud to a social robot reduced physiological signs of anxiety compared with reading alone or to a human adult. The experiment measured voice steadiness, heart rate and facial temperature, finding calmer responses when the robot was the audience. Comprehension scores remained unchanged, suggesting the robot’s presence lowered stress without affecting learning outcomes. Researchers propose that social robots could serve as low‑pressure listeners in classroom settings, helping students build confidence in public speaking tasks. Leia mais →

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. Leia mais →

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. Leia mais →

A recent study involving elementary‑aged children discovered that reading aloud to a social robot reduced physiological signs of anxiety compared with reading alone or to a human adult. The experiment measured voice steadiness, heart rate and facial temperature, finding calmer responses when the robot was the audience. Comprehension scores remained unchanged, suggesting the robot’s presence lowered stress without affecting learning outcomes. Researchers propose that social robots could serve as low‑pressure listeners in classroom settings, helping students build confidence in public speaking tasks. Leia mais →

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. Leia mais →

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. Leia mais →

A recent study involving elementary‑aged children discovered that reading aloud to a social robot reduced physiological signs of anxiety compared with reading alone or to a human adult. The experiment measured voice steadiness, heart rate and facial temperature, finding calmer responses when the robot was the audience. Comprehension scores remained unchanged, suggesting the robot’s presence lowered stress without affecting learning outcomes. Researchers propose that social robots could serve as low‑pressure listeners in classroom settings, helping students build confidence in public speaking tasks. Leia mais →