This study reveals how digital communication impacts perceptions among elementary students, suggesting enhancements for teaching methods.
This study examined how elementary students’ perceptions changed through digital communication with an AI teaching-assistant robot in invention education. The robot, equipped with a conversational AI module, speech recognition and synthesis, and a display interface, supported roles as an interviewee, idea promoter, and moderator. Twenty-seven sixth graders from an elementary school in S City participated in a six-week program. Initially, students showed both curiosity and distrust due to delays and errors, but they also suggested improvements and gave positive feedback, engaging as active learners and co-designers. The findings highlight the robot’s potential not only as a learning tool but also as a digital communication channel, offering implications for designing communication-based learning environments.
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Jang et al. (2025) studied this question.
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