为新来儿童设计社交机器人，助力语言文化学习。
Co-designing a Social Robot for Newcomer Children's Cultural and Language Learning
- 与教育者共同设计机器人，聚焦语言学习难点。
- 提出四类核心挑战与课堂整合初步指南。
- 适合教育科技、跨文化学习研究者参考。
新来儿童在掌握东道国语言方面面临障碍，而现有教育项目常受限于人手不足、学生水平参差及接触时间短。尽管社交助教机器人（SARs）在教育中展现潜力，但在这类情感敏感场景中的应用仍待探索。本研究通过与项目导师和协调员的协作设计，探讨了名为Maple的社交机器人的设计空间。研究贡献包括：(1) 梳理出四大常见挑战；(2) 探讨机器人在文化适应与社区归属感中的作用；(3) 基于专家意见分析SAR在语言与文化学习中的角色认知；(4) 提出将SAR融入课堂的初步设计准则。这些基于专家见解的发现为后续与新来儿童及其家庭的迭代设计与评估奠定了基础。
原文摘要 · Abstract (English)
Newcomer children face barriers in acquiring the host country's language and literacy programs are often constrained by limited staffing, mixed-proficiency cohorts, and short contact time. While Socially Assistive Robots (SARs) show promise in education, their use in these socio-emotionally sensitive settings remains underexplored. This research presents a co-design study with program tutors and coordinators, to explore the design space for a social robot, Maple. We contribute (1) a domain summary outlining four recurring challenges, (2) a discussion on cultural orientation and community belonging with robots, (3) an expert-grounded discussion of the perceived role of an SAR in cultural and language learning, and (4) preliminary design guidelines for integrating an SAR into a classroom. These expert-grounded insights lay the foundation for iterative design and evaluation with newcomer children and their families.
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