A child-robot theater afterschool program can promote children’s conceptualization of social robots’ mental capacities and engagement in learning

Abstract

Research on integrating emerging technologies, such as robots, into K-12 education has been growing because of their benefits in creating engaging learning environments and preparing children for appropriate human-robot interactions in the future. However, most studies have focused on the impact of robots in formal educational settings, leaving their effectiveness in informal settings, such as afterschool programs, unclear. The present study developed a 9-week afterschool program in an elementary school to promote STEAM (STEM + Art) education for elementary school students. The program incorporated four modules (Acting, Dancing, Music & Sounds, and Drawing), each with specific learning objectives and concluding with a theater play at the end. This program facilitated hands-on activities with social robots to create engaging learning experiences for children. A total of 38 students, aged 6–10 years, participated in the afterschool program. Among these students, 21 took part in research activities, which included answering questions about their perceptions of robots compared to other entities (i.e., babies and beetles), learning interest and curiosity, and their opinions about robots. In addition, four teachers and staff participated in interviews, sharing their reflections on children’s learning experiences with robots and their perceptions of the program. Our results showed that 1) children perceived robots as having limited affective and social capabilities but gained a more realistic understanding of their physiological senses and agentic capabilities; 2) children were enthusiastic about interacting with robots and learning about robot-related technologies, and 3) teachers recognized the importance of embodied learning and the benefits of using robots in the afterschool program; however, they also expressed concerns that robots could be potential distractions and negatively impact students’ interpersonal relationships with peers in educational settings. These findings suggest how robots can shape children’s perceptions of robots and their learning experiences in informal education, providing design guidelines for future educational programs that incorporate social robots for young learners.