Social robots are gradually being integrated into the educational system. However, in extracurricular settings, such as summer day camps, educational robots are usually incorporated for the purpose of teaching STEM-related material. We study the effects of a novel, easy-to-use and scalable robotic platform on integration of social robots into summer camps. To this end, we compare the ability of two very different robot morphologies, namely, the novel, noncommercial, 3D-printed, puppet-like and low-cost Patricc and the commonly used humanoid, hard-exterior, high-cost and sophisticated Nao, to deliver word morphology-related activities to groups of up to 9 children over the span of a three-week session of a summer day camp. We present both quantitative results and qualitative insights into the integration process. Our results show that the children’s impressive learning outcomes were not affected by which robotic platform they interacted with. This suggests that educational summer-camp activities for young children with social robots can be effective, regardless of the morphology of the robot.

社交机器人正在逐步集成到教育系统中。但是，在诸如夏令营之类的课外环境中，通常会结合教学机器人来​​教授与STEM相关的材料。我们研究了新颖，易于使用且可扩展的机器人平台对社交机器人融入夏令营的影响。为此，我们比较了两种截然不同的机器人形态的能力，即新颖的，非商业的，3D打印的，人偶状的和低成本的Patricc，以及常用的类人动物，硬外部，高成本和复杂的Nao。 ，在一个夏令营的为期三周的活动中，向多达9名儿童的小组提供与单词形态相关的活动。我们提供了整合过程的定量结果和定性见解。我们的研究结果表明，孩子们令人印象深刻的学习成果不受交互平台的影响。这表明，不管机器人的形态如何，对带有社交机器人的幼儿进行的教育性夏令营活动都是有效的。