Enhancing Preschool Language Acquisition Through Robotic Assistants: An Evaluation of Effectiveness, Engagement, and Acceptance
Effective early language learning is crucial in education, and finding innovative ways to support it can make a significant difference. This study examines how a robotic assistant can enhance English vocabulary learning for preschool children aged 4 to 6. The study was conducted in two preschools an...
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| Format: | Article |
| Language: | English |
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IEEE
2025-01-01
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| Series: | IEEE Access |
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| Online Access: | https://ieeexplore.ieee.org/document/10870237/ |
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| author | Santiago Berrezueta-Guzman Maria Dolon-Poza |
| author_facet | Santiago Berrezueta-Guzman Maria Dolon-Poza |
| author_sort | Santiago Berrezueta-Guzman |
| collection | DOAJ |
| description | Effective early language learning is crucial in education, and finding innovative ways to support it can make a significant difference. This study examines how a robotic assistant can enhance English vocabulary learning for preschool children aged 4 to 6. The study was conducted in two preschools and involved 40 participants split into two groups. Performance assessments were conducted at three stages to evaluate vocabulary acquisition and sentence construction abilities. Results revealed that children interacting with the robot learned 23% more words than those taught through traditional methods, particularly in the early months of exposure. The data analysis, comprising quantitative evaluations of vocabulary learning and qualitative surveys of parents and teachers, highlighted increased engagement, ease of classroom integration, and strong acceptance of the robot. Despite challenges such as student distraction and the need for consistent teacher supervision, the findings demonstrate that robotic assistants complement traditional teaching methods, offering enhanced engagement and improved learning outcomes. |
| format | Article |
| id | doaj-art-f4677c4d61fd43858f8ef6f79a154439 |
| institution | Kabale University |
| issn | 2169-3536 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | IEEE |
| record_format | Article |
| series | IEEE Access |
| spelling | doaj-art-f4677c4d61fd43858f8ef6f79a1544392025-02-12T00:01:16ZengIEEEIEEE Access2169-35362025-01-0113255202553110.1109/ACCESS.2025.353832310870237Enhancing Preschool Language Acquisition Through Robotic Assistants: An Evaluation of Effectiveness, Engagement, and AcceptanceSantiago Berrezueta-Guzman0https://orcid.org/0000-0001-5559-2056Maria Dolon-Poza1https://orcid.org/0000-0001-6050-9878Chair of Software Engineering, Technical University of Munich, Munich, GermanyDepartamento de Ingeniería Telemática y Electrónica (DTE), ETSIS de Telecomunicación, Universidad Politécnica de Madrid, Madrid, SpainEffective early language learning is crucial in education, and finding innovative ways to support it can make a significant difference. This study examines how a robotic assistant can enhance English vocabulary learning for preschool children aged 4 to 6. The study was conducted in two preschools and involved 40 participants split into two groups. Performance assessments were conducted at three stages to evaluate vocabulary acquisition and sentence construction abilities. Results revealed that children interacting with the robot learned 23% more words than those taught through traditional methods, particularly in the early months of exposure. The data analysis, comprising quantitative evaluations of vocabulary learning and qualitative surveys of parents and teachers, highlighted increased engagement, ease of classroom integration, and strong acceptance of the robot. Despite challenges such as student distraction and the need for consistent teacher supervision, the findings demonstrate that robotic assistants complement traditional teaching methods, offering enhanced engagement and improved learning outcomes.https://ieeexplore.ieee.org/document/10870237/Adaptive learning technologiesearly childhood educationeducational technologygamified educational robotshuman-robot interaction in educationlanguage learning robotics |
| spellingShingle | Santiago Berrezueta-Guzman Maria Dolon-Poza Enhancing Preschool Language Acquisition Through Robotic Assistants: An Evaluation of Effectiveness, Engagement, and Acceptance IEEE Access Adaptive learning technologies early childhood education educational technology gamified educational robots human-robot interaction in education language learning robotics |
| title | Enhancing Preschool Language Acquisition Through Robotic Assistants: An Evaluation of Effectiveness, Engagement, and Acceptance |
| title_full | Enhancing Preschool Language Acquisition Through Robotic Assistants: An Evaluation of Effectiveness, Engagement, and Acceptance |
| title_fullStr | Enhancing Preschool Language Acquisition Through Robotic Assistants: An Evaluation of Effectiveness, Engagement, and Acceptance |
| title_full_unstemmed | Enhancing Preschool Language Acquisition Through Robotic Assistants: An Evaluation of Effectiveness, Engagement, and Acceptance |
| title_short | Enhancing Preschool Language Acquisition Through Robotic Assistants: An Evaluation of Effectiveness, Engagement, and Acceptance |
| title_sort | enhancing preschool language acquisition through robotic assistants an evaluation of effectiveness engagement and acceptance |
| topic | Adaptive learning technologies early childhood education educational technology gamified educational robots human-robot interaction in education language learning robotics |
| url | https://ieeexplore.ieee.org/document/10870237/ |
| work_keys_str_mv | AT santiagoberrezuetaguzman enhancingpreschoollanguageacquisitionthroughroboticassistantsanevaluationofeffectivenessengagementandacceptance AT mariadolonpoza enhancingpreschoollanguageacquisitionthroughroboticassistantsanevaluationofeffectivenessengagementandacceptance |