Using Artificial Intelligence (AI)-interfaced robotic toys in early childhood settings: a case for children’s inquiry literacy

Kewalramani, Sarika; Kidman, Gillian; Palaiologou, Ioanna

doi:10.1080/1350293x.2021.1968458

Cited by 53 publications

(47 citation statements)

References 22 publications

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“…Educational smart devices such as programmable robotics provide children with a playful learning experience to optimize their development in cognitive and physical abilities, social skills and emotional well-being (Dorouka et al, 2020;Kewalramani et al, 2021). Across the globe, educational policy and curricula have led to a focus on the role of computing education in promoting early childhood development (Manches & Plowman, 2017).…”

Section: Introductionmentioning

confidence: 99%

Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self‐regulation

Yang

Gao

2022

Brit J Educational Tech

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Programmable robotics is recently used in early childhood education (ECE) to introduce programming and computational thinking (CT) skills. However, there is a further need for research to contrast the efficacy of children's participation in robot programming and traditionally beneficial ECE activities. The present study thus investigated the effects of a robot programming intervention versus a block play program on kindergarteners' CT, sequencing ability, and self-regulation. The experiment (robot programming) versus comparison (block play) condition was randomly assigned to four kindergarten classes, which included 101 kindergarteners (M = 64.78 months, SD = 7.64). Statistical analyses revealed that the robot programming group (N = 54) had experienced greater gains over time in sequencing ability relative to those in the block play group (N = 47; F = 5.09, p < 0.05). Children in the robot programming group with lower level of selfregulation at baseline showed larger improvements in sequencing ability over time relative to the block play group (F = 2.37, p = 0.01). Also, children in the robot

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Section: Introductionmentioning

confidence: 99%

Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self‐regulation

Yang

Gao

2022

Brit J Educational Tech

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“…In the feld of education, the scientifc quality learned by individuals during the preschool education period is rooted in their hearts like a cornerstone, which has a great impact on their becoming a new type of scientifc and technological talents. Knowledge educators should pay attention to the value of science education for young children and devote themselves to cultivating children's interest and enthusiasm for science, so that they can acquire preliminary scientifc inquiry ability and scientifc knowledge, experience, and learn scientifc behavior habits [4,5]. At present, the application scope of AI technology is more and more extensive, and its application in the feld of education has also attracted more and more attention.…”

Section: Introductionmentioning

confidence: 99%

The Application of Scientific Games by Artificial Intelligence in Preschool Education under the Smart City

Xingjiang

Cui

2022

Security and Communication Networks

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The purpose is to explore the application and effect of scientific games based on artificial intelligence (AI) in preschool education under the smart city. An interactive scientific games model for children by virtual reality (VR) is constructed using the augmented reality (AR) technology in AI. This enables the product to continuously enrich its interactive functions in addition to realizing its own functional requirements, pay attention to user experience, and allow users to feel the pleasure and comfortable emotional communication brought by the product in the process of using it. The model mainly completes the interaction through gesture interaction and voice interaction, and it is further empirically analyzed by means of questionnaires and interviews. The results manifested that after the use of the intelligent interaction model of scientific games, 93.33% of the students in the experimental group were interested in scientific games, and 83.33% of the students in the experimental group had a clear understanding of scientific knowledge. Moreover, more students in the experimental group believed that they had received support from explanations, demonstrations, and guided conjectures, which was significantly different from the control group (P < 0.05). In the analysis of teacher interviews, it testified that the scientific values of preschool teachers and the reserve of basic scientific knowledge were still relatively weak, and their knowledge reserve could be improved in the future. Therefore, the research shows that the constructed model can improve the interest of scientific games and the ability of knowledge acquisition in preschool education, and provide an experimental reference for the development of intelligence and the improvement of teaching skills in the field of preschool education.

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“…The DBR approach assists in investigating possibilities for educational improvement by testing and refining new forms of learning and play. In this study, the DBR approach involves adapting an evidence-based framework (Kewalramani et al, 2021) that encompasses five steps for integrating technologies into children's social-emotional learning: planning, scaffolding, building children's inquiry skills, parent-child and/or peer-peer interactions and the assessment/review of children's learning (see Table 1). These five steps are guided by the study's theoretical perspectives to offer a methodology to understand the development of children's social-emotional skills.…”

Section: Methodsmentioning

confidence: 99%

“…For example, outcomes of the use of smart toys include developing children's creativity and digital skills (Giddings, 2019) and motivation to learn (Irwin, 2016). The literature has also reported that smart toys may enhance children's social skills and collaborative play, and even inquiry skills (Kewalramani et al, 2021;Huijnen et al, 2017). In light of such research, it becomes important to conduct further investigate children's use of smart toys such as robotic toys.…”

Section: Introductionmentioning

confidence: 99%

Using robotic toys in early childhood education to support children’s social and emotional competencies

Kewalramani

Palaiologou²,

Dardanou

et al. 2021

Australasian Journal of Early Childhood

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This Australian study examines whether and how technologies such as Artificially Intelligent (AI) toys in a home-based setting might socially and emotionally support children with diverse needs through play. Building on the concept of ‘emotional capital', and employing a design-based research approach, parents during the COVID-19 lockdown periods in 2020 intentionally used robotic toys to engage their children with additional diverse needs in home-based play experiences. The data from both parents’ and children’s ( n = 5) Zoom interviews, digital observations and children’s drawings demonstrated how children creatively conversed with their AI robots in innovative and empathy-based dialogues that generated happy feelings and a sense of ‘imaginary’ togetherness with their robot during the coding experiences. This study contributes to research by exploring the use of AI robotic toys together with physical and artificial environments and offers a case to build children’s emotional capital in enabling children’s social-emotional literacies.

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Using Artificial Intelligence (AI)-interfaced robotic toys in early childhood settings: a case for children’s inquiry literacy

Cited by 53 publications

References 22 publications

Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self‐regulation

Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self‐regulation

The Application of Scientific Games by Artificial Intelligence in Preschool Education under the Smart City

Using robotic toys in early childhood education to support children’s social and emotional competencies

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