应用类人型机器人提升幼儿同伴交往的问题解决能力:基于教育实验的研究  

Applying Humanoid Robots to Enhance Young Children's Problem-solving Skills in Peer Interactions:An Educational Experiment-based Study

作　　者：刘友棚 洪秀敏[2] LIU Youpeng;HONG Xiumin(Research Institute of Primary Education,China National Institute of Education Sciences,Beijing 100080;Faculty of Education,Beijing Normal University,Beijing 100080)

机构地区：[1]中国教育科学研究院基础教育研究所,北京100080 [2]北京师范大学教育学部,北京100080

出　　处：《电化教育研究》2025年第2期57-63,94,共8页E-education Research

基　　金：2021年度国家自然科学基金面上项目“基于人机交互游戏的社会情感能力评估”(项目编号:62177010)。

摘　　要：从小掌握同伴交往的问题解决能力,对个体未来工作与生活质量具有深远影响。在人工智能技术持续迭代发展的当下,关于类人型机器人辅助教育对幼儿同伴交往的问题解决能力的影响成效有待探索。研究从幼儿园中选择70名4~5岁的幼儿作为干预对象,组成实验组1(n=27)、实验组2(n=20)和控制组(n=23),采用教育实验法探究了类人型机器人对幼儿同伴交往的问题解决能力的影响。结果发现,类人型机器人对幼儿同伴交往的问题解决能力整体影响成效显著,对同伴问题归因、多元方法生成、行为策略决策的促进作用明显,但未能提升幼儿的行为结果预测技能。研究对类人型机器人有效提升幼儿同伴交往的问题解决能力的作用机理进行了讨论,构建了由“具身性互动”“教学性互动”“社交性互动”组成的类人型机器人辅助教育教学的三维保障,分析了类人型机器人在干预提升诸如行为结果预测这类复杂性社会技能上的自限性。研究结论有助于为开展基于类人型机器人的教育教学实践提供科学指导。Mastering problem-solving skill in peer interactions at an early age can have a profound impact on the quality of an individual's future work and life.At a time when artificial intelligence technology continues to evolve,the effectiveness of humanoid robot-assisted education on the problem-solving skills of young children in peer interactions needs to be explored.The study selected 704-to 5-year-old children from kindergartens as intervention subjects,forming experimental group 1(n=27),experimental group 2(n=20),and control group(n=23).The educational experimental method was used to investigate the effect of humanoid robot on children's problem-solving skills in peer interactions.The results showed that the humanoid robot had a significant overall impact on children's problem-solving skills in peer interactions,with clear promotional effects on peer problem attribution,generation of diverse methods,and decision-making in behavioral strategies.But they failed to improve children's skill in predicting behavioral outcomes.The mechanism by which humanoid robots effectively enhance the problem-solving skills of young children in peer interactions was discussed.A three-dimensional guarantee of humanoid robot-assisted education was constructed,consisting of"embodied interaction","pedagogical interaction",and"social interaction".The self-limitation of humanoid robots in intervening to improve complex social skills such as predicting behavioral outcomes was analyzed.The conclusion of the study is helpful in providing scientific guidance for the implementation of educational and teaching practices based on humanoid robots.

关 键 词：类人型机器人 人工智能教育 同伴交往的问题解决能力 幼儿社会性 教育干预 

分 类 号：G434[文化科学—教育学]