In the present scenario, psychological, pedagogical and behavioral work has shown that studying a second language can be useful for preschool students. Children have larger cognitive benefits concerning adults, including enhancing grammar and intonation. However, the results of second-language instruction in certain preschools are not optimal because of child care. Besides learning the second language, they must be incorporated into their everyday lives and following their interests. This paper proposes a cognitive computing approach-assisted educational robot system (CCA-ERS) with object recognition technologies aimed at delivering innovative second-language education services for children of preschool age. The suggested method incorporates visual detection and visualization with English language training and renders items for more fascinating in everyday life and expected animations to attract the attention of children. Many children exhibited constructive interactions with the cognitive computing-assisted educational robot system and a high standard of satisfaction on interaction. On the projection screen, children can touch or move with a robot and can easily trigger more interactive effects. To test the efficiency of the proposed system, a trial is performed, and the findings revealed that for the preschool children, this method can increase the language learning performance by effective interaction with objects.

在目前的情况下，心理，教学和行为工作表明，学习第二语言对学龄前儿童可能有用。儿童对成年人具有更大的认知益处，包括增强语法和语调。但是，由于幼儿保育，某些幼儿园的第二语言教学效果并不理想。除了学习第二语言外，还必须将它们融入日常生活并遵循自己的兴趣。本文提出了一种具有对象识别技术的认知计算方法辅助教育机器人系统（CCA-ERS），旨在为学龄前儿童提供创新的第二语言教育服务。所建议的方法将视觉检测和可视化与英语培训相结合，使物品在日常生活中更加引人入胜，并制作预期的动画来吸引儿童的注意力。许多孩子表现出与认知计算辅助教育机器人系统的建设性互动，并且对互动的满意度很高。在投影屏幕上，儿童可以用机器人触摸或移动，并可以轻松触发更多的互动效果。为了测试所提出系统的效率，进行了一项试验，研究结果表明，对于学龄前儿童，该方法可以通过与对象的有效交互来提高语言学习性能。许多孩子表现出与认知计算辅助教育机器人系统的建设性互动，并且对互动的满意度很高。在投影屏幕上，孩子们可以用机器人触摸或移动，并可以轻松触发更多的互动效果。为了测试所提出系统的效率，进行了一项试验，研究结果表明，对于学龄前儿童，该方法可以通过与对象的有效交互来提高语言学习性能。许多孩子表现出与认知计算辅助教育机器人系统的建设性互动，并且对互动的满意度很高。在投影屏幕上，孩子们可以用机器人触摸或移动，并可以轻松触发更多的互动效果。为了测试所提出系统的效率，进行了一项试验，研究结果表明，对于学龄前儿童，该方法可以通过与对象的有效交互来提高语言学习性能。