Abstract

The study’s purpose was to examine the contribution of a programmable robot to an intervention program for promoting spatial ability (spatial relations, visual-memory, mental rotation) of preschool children. Eighty-four participants were randomly assigned to three intervention groups: programmable-robot-based intervention, traditional intervention, control group. Spatial ability was examined pre- and post-10 intervention sessions. Findings indicate that the children exposed to the programmable-robot intervention displayed significantly higher spatial-relations and mental-rotation improvement compared with the traditional intervention and control group. However, the robot did not contribute to visual-memory. The study emphasizes the importance of finding innovative ways to promote spatial ability in young children.

摘要

该研究的目的是检查可编程机器人对促进学龄前儿童空间能力（空间关系、视觉记忆、心理旋转）的干预计划的贡献。84 名参与者被随机分配到三个干预组：基于可编程机器人的干预组、传统干预组、对照组。空间能力在 10 次干预之前和之后进行了检查。研究结果表明，与传统干预组和对照组相比，接受可编程机器人干预的儿童表现出显着更高的空间关系和心理旋转改善。然而，机器人对视觉记忆没有贡献。该研究强调了寻找创新方法来提高幼儿空间能力的重要性。