Draper T W, Clayton W W
Early Childhood Education Laboratory, Brigham Young University, Provo, UT 84602.
J Genet Psychol. 1992 Sep;153(3):269-73. doi: 10.1080/00221325.1992.10753723.
Seventy-five preschool children were instructed about birds by a human teacher, a moving personal robot, a stationary personal robot, and a tape recorder. How much the children learned and how much attention the children paid were compared for each type of instruction. The children learned when they were taught by the human teacher and when they were taught by the animated and the stationary robots. The children paid more attention to the live teacher and to the moving robot than they did to the stationary robot or to the tape recorder. The difference between the amount of attention the children paid to the animated robot and the amount of attention they paid to the human teacher was not statistically significant.
75名学龄前儿童分别由一名人类教师、一个可移动的个人机器人、一个固定的个人机器人和一台录音机进行鸟类知识教学。针对每种教学方式，比较了儿童学到的知识量以及他们投入的注意力。当由人类教师、动画机器人和固定机器人教学时，儿童都能学到知识。与固定机器人或录音机相比，儿童对真人教师和可移动机器人投入的注意力更多。儿童对动画机器人投入的注意力与对人类教师投入的注意力之间的差异无统计学意义。
