Educational Robotics intervention on Executive Functions in preschool children: A pilot study
Educational Robotics intervention on Executive Functions in preschool children: A pilot study
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DOI：
10.1016/j.chb.2017.01.018
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发表时间：
2017-06-01
影响因子：
9.9
通讯作者：
Dario, Paolo
中科院分区：
文献类型：
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作者：
Di Lieto, Maria Chiara;Inguaggiato, Emanuela;Dario, Paolo
教育机器人（ER）以其对学术成就和科学概念的影响而闻名。很少有研究表明ER对认知技能的影响，也没有证据表明ER在促进执行功能，早期入学准备和认知里程碑成就的关键因素方面的作用。本研究的目的是评估，第一次，在学龄前儿童的强化ER训练的执行功能的短期效果。12名儿童（年龄范围：5-6岁）的样本使用名为Bee-Bot（R）的蜜蜂形状机器人参加了强化ER实验室的13个课程（6周）。这些儿童接受了三次神经心理电池测试（基线，ER实验室前后）。主要发现是在ER实验室期间之后，视觉空间工作记忆和抑制技能都有显着改善，对机器人编程技能也有显着影响。这些数据提供了科学支持的假设，ER是适合于逐步提高能力的计划和控制复杂的任务，在幼儿期，促进执行功能的发展。(C)2017爱思唯尔有限公司版权所有
Educational Robotics (ER) is known for its effects on academic achievement and scientific concepts. Few studies have demonstrated ER effects on cognitive skills and no evidence exists on the role of ER in promoting Executive Functions, key elements in early school readiness and cognitive milestone achievements. The aim of this study was to evaluate, for the first time, the short-term effects in Preschool children of an intensive ER training on Executive Functions. A sample of 12 children (age range: 5-6 years) took part to an intensive ER-Lab for 13 sessions (6 weeks) by using a bee-shaped robot, called Bee-Bot (R). The children were tested three times (baseline, pre and post ER-Lab) with a neuropsychological battery. The main finding was a significant improvement in both visuo-spatial working memory and inhibition skills after the ER-Lab period, with a significant effect also on robot programming skills. These data provide scientific support to the hypothesis that ER is suitable in progressively improving abilities in planning and controlling complex tasks in early childhood, fostering executive functions development. (C) 2017 Elsevier Ltd. All rights reserved.