The Effects of a Classroom-Based AI Robot-Assisted Teaching Intervention on Preschool Children's Behavior and Emotions: A Quasi-Experimental Study
DOI:
https://doi.org/10.64229/cm5rpk37Keywords:
Artificial intelligence, Robot-assisted teaching, Preschool children, Behavioral development, Emotional regulationAbstract
The purpose of this study is to investigate how preschoolers' behavioral and emotional development is affected by artificial intelligence (AI) robot-assisted instruction. Children from a middle-class kindergarten in Zhengzhou, Henan Province, China, participated in the study. A non-equivalent pre-test-post-test Class A was used in a quasi-experimental approach. While the Class A received traditional teacher-led training, the Class B received a three-week interactive teaching intervention utilizing the AI robot "Beiya." Children's abilities in four areas-emotional regulation, school preparedness, social confidence, and family involvement-were assessed using the Preschool Behavioral and Emotional Rating Scale (PreBERS). According to the findings, the Class B outperformed the Class A in every category following the intervention, with improvements in social confidence and emotional control being especially noteworthy. According to these results, AI robots may help foster prosocial behavior and emotional growth in preschoolers. The study offers factual evidence in favor of using AI in early childhood education.
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Copyright (c) 2026 Yuxi Zhang, Intan Farahana Binti Kamsin (Author)
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