This study examined the affordances of an embodied humanoid robot to engage children in play and learning from the perspective of embodied cognition in two studies as part of multiyear design research. In Study One, we observed how the robot’s embodiment, accompanied by its sensors and movements, elicited embodied reactions of eleven children (aged 3 to 6) while they played and learned with the robot one-on-one at home and in school. Two distinct patterns emerged: rich multimodal interaction and fluid learning space. Additionally, the children demonstrated extended attention in the interactions and invited peers into voluntary collaboration. In Study Two, we implemented an interaction triad with ten pairs of children, in which each pair collaborated to help a robot, and observed their collaborative communication while they solved problems involving early academic topics. Three embodied phenomena were noted: (i) embodiment of early mathematics and science knowledge and reasoning, (ii) appropriation of physical space, and (iii) embodied collaboration. Importantly, it was clear in both studies that embodiment occurred not only in thinking but also in social and emotional experiences. We discuss the implications of the findings in relation to the potential of humanoid robots for enabling embodied learning experiences.

作为多年设计研究的一部分，本研究从两项研究中从体现认知的角度考察了体现类人机器人的能力，以使儿童参与游戏和学习。在研究一中，我们观察了机器人的具体表现以及传感器和动作的变化，在家庭和学校中一对一地与机器人玩耍和学习时，如何引起11名儿童（3至6岁）的具体反应。出现了两种不同的模式：丰富的多模式交互作用和流畅的学习空间。此外，孩子们在互动中表现出了更大的关注度，并邀请同伴们自愿合作。在研究二中，我们实现了一个具有10对孩子的互动三合会，其中每对孩子都协同帮助一个机器人，在解决涉及早期学术主题的问题时，观察了他们的协作交流。指出了三个体现的现象：（i）早期数学和科学知识与推理的体现，（ii）占用物理空间，（iii）体现了协作。重要的是，在两项研究中都清楚体现不仅体现在思维中，而且还体现在社交和情感体验中。我们讨论了与人形机器人潜在的实现潜在的学习体验有关的发现的含义。两项研究均清楚地表明，体现不仅发生在思维中，而且还发生在社交和情感体验中。我们讨论了与人形机器人潜在的实现潜在的学习体验有关的发现的含义。两项研究均清楚地表明，体现不仅发生在思维中，而且还发生在社交和情感体验中。我们讨论了与人形机器人潜在的实现潜在的学习体验有关的发现的含义。