Children Teach a Care-Receiving Robot to Promote Their Learning: Field Experiments in a Classroom for Vocabulary Learning

"The results suggest that the idea of a care-receiving robot is feasible and that the robot can help children learn new English verbs efficiently"

Tanaka, F., & Matsuzoe, S. (2012). Journal of Human-Robot Interaction, 78–95. doi:10.5898/JHRI.1.1.Tanaka

Behavioral accommodation towards a dance robot tutor

"We report first results on children adaptive behavior towards a dance tutoring robot. We can observe that children behavior rapidly evolves through few sessions in order to accommodate with the robotic tutor rhythm and instructions."

Ros, R., Coninx, A., Demiris, Y., Patsis, G., Enescu, V., & Sahli, H. (2014). In Proceedings of the 2014 ACM/IEEE international conference on Human-robot interaction (pp. 278–279). ACM. Retrieved from

An Innovative Future Classroom with an Intelligent Autonomous System–in a Transdisciplinary Approach

"Technology is the means to increasing learning efficiency; one can use technology to better display information, increase access to information, improve information sharing, and organize better class presentations. Technology is not a panacea for educational problems, but by combining technology with applicable learning models, the overall quality of education is enhanced. Students raised in an age of technology demand student centred and led learning. Educators must discover and develop how to implement new technologies into the learning environments and focus efforts on facilitating learning - not implementing "multimedia toys."

Prasad, N. (2012). International Journal of Applied Engineering Research, 7(11)

Kindergarten Social Assistive Robot (KindSAR) for children’s geometric thinking and metacognitive development in preschool education: A pilot study

"Most children exhibited positive interaction with the robot and a high level of enjoyment. Our results showed that their performances on geometric thinking and metacognitive tasks were improved while they “played” with the robot."

Keren, G., & Fridin, M. (2014). Computers in Human Behavior, 35, 400–412. doi:10.1016/j.chb.2014.03.009

Kindergarten social assistive robot: First meeting and ethical issues

"Most of the children interacted positively with the robot, exhibited heightened attention, performed motor and cognitive tasks, and reported a high degree of enjoyment of the interaction"

Fridin, M. (2014). Computers in Human Behavior, 30, 262–272. doi:10.1016/j.chb.2013.09.005


"Our results clearly show that children accept its presence, even when the kindergarten assistance robotics intrudes into children's private space. They enjoy interacting with robot and some even accepted its authority and followed the robot's instructions in their initial encounter with the robot."

Fridin, M., H. Angel, and S. Azery. "Acceptance, Interaction, and Authority of Educational Robots."