어린이집 교실 내 유아와 인공지능 로봇 간의 상호작용 양상과 시간의 흐름에 따른 변화 분석

Abstract

The purpose of this study is to introduce artificial intelligence (AI) robots to day-care centers to examine how children interact with robots in a natural environment and whether these interaction patterns change over time. Accordingly, the AI robot ALPHA MINI was introduced into two classes (33 children and 3 teachers) at daycare centers for 5 years olds to observe interactions among children, teachers, and a robot for three months. In addition, interviews with teachers were conducted after using the robot. The findings of the study revealed that children mainly use simple language with robots to en-gage in entertainment-oriented interactions, information acquisition interactions, and emotional interactions. Furthermore, while the interaction between children and robots remained relatively stable over time, it was noted that children leading the interaction with robots circulated, and the interaction patterns between peers mediated by robots has changed. Based on these findings, we highlight the need for prior deliberations on techni-cal support, teacher education, and AI ethics as prerequisites for the integration of AI ro-bots into early childhood classrooms.