Development of thought using a humanoid robot in an elementary school classroom

Abstract

Sociable robots are being used increasingly as interfaces for various services. Children born after 2010, i.e., the “artificial intelligence generation,” are familiar with social robotic interfaces, and such interfaces can be an essential factor in their mental development. In this case study, the NAO humanoid robot was introduced to elementary school students, where the topic focused on the question “What is life for me?” Learning activities involved collaborative discussions with NAO, questioning a NAO programmer, watching a movie about a care robot, group discussions, activities in which the students pretended to be NAO while speaking to a human, and individual reflective writing. The learning activities did not involve lectures. Changes in student awareness were tracked based on their writings and recorded discussions. Initially, the students were interested in the robot’s mechanical functions. However, over time, following programming activities, consideration of NAO’s commonalities with humans, and discussions about the life of NAO, the students became aware that it was natural to feel that NAO possessed life while simultaneously understanding its mechanical nature. It is considered that the students projected their own consciousness onto NAO and expected NAO and expected it to feel happiness when working together.