Robot-mediated read-aloud context of reading comprehension

This study investigated the feasibility of employing a robot to provide mediations during one-on-one interactive read-aloud sessions with young children. Although robots are increasingly recognized as valuable tools in educational environments, limited research has explored their effectiveness in promoting reading comprehension and vocabulary development through interactive reading activities. This exploratory study involved 20 children, aged 3 to 6 years, with the robot Pepper reading This Is Not My Hat to each child and posing inferential questions aimed at encouraging inferential understanding of the text. These interactions were video-recorded and analyzed using qualitative emergent coding and constant comparative analysis to uncover the supports and barriers in the robot’s capacity to mediate learning in early learners. Initial findings indicate that while the robot effectively engages children and provides structured feedback, critical elements such as emotional connection and adaptive flexibility—key features of human interaction—pose significant challenges. The outcomes of this study will contribute to enhancing the integration of robots in educational settings, particularly in fostering engagement and interaction during literacy activities, and offer valuable insights for future improvements in robotic design and their application in education.