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    Roboter -Lesebegleiter können Kindern helfen, die Lesestürme zu überwinden | Kinder gaben an, sich beim Lesen von Robotern im Vergleich zu Menschen „weniger stressig“ zu fühlen, weil sie sich „weniger beurteilt“ fühlten
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    Roboter -Lesebegleiter können Kindern helfen, die Lesestürme zu überwinden | Kinder gaben an, sich beim Lesen von Robotern im Vergleich zu Menschen „weniger stressig“ zu fühlen, weil sie sich „weniger beurteilt“ fühlten

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    1. FocusingEndeavor on

      __From the research article (https://doi.org/10.1126/scirobotics.adu5771):__

      > To investigate whether a robotic reading companion could reduce reading anxiety felt by children, we conducted a within-subjects study where children aged 8 to 11 years (n = 52) read aloud to a human and a robot individually while being monitored for physiological responses associated with anxiety. We found that children exhibited fewer physiological indicators of anxiety, specifically vocal jitter and heart rate variability, when reading to the robot compared with reading to a person.
      >
      >This paper provides strong evidence that a robot’s presence has an effect on the anxiety a person experiences while doing a task, offering justification for the use of robots in a wide-reaching array of social interactions that may be anxiety inducing.

    2. magus-21 on

      It’d be interesting to repeat this experiment in the future with improved AI companions to see if children still feel less judged. I wonder if children in the future will see them more as actual „persons“ (regardless of whether AIs are actually sapient or not) than people today do.

    3. Right_Two_5737 on

      I heard they did the same thing with dogs. The kids know the dog won’t judge them!

    4. valgrind_ on

      It’s not the lack of robots that was the issue, it was that reading in judgmental or even punishing presences was linked to the reading anxiety. Wish we’d value educating adults to provide status and achievement-neutral learning environments instead of indexing on technology that does not resolve and could even exacerbate social difficulties.

      I taught programming for a hot minute and always took time to get to know my students as people and to dismantle some of the stakes of achievement that could lead to anxiety and unhappiness. I didn’t care that much if my kids were good at the task, but I wanted them to maintain sense of worth and agency when interacting with the course material, especially when facing learning curves. I tried very hard to be very encouraging when kids did well, but also to make the kids not doing well still feel okay about themselves and happy to be there. The kids starting out really high-strung and anxious about performance softened and just seemed happier overall in my class. Of course everyone passing with flying colours was a bonus.

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