性健康领域的社交辅助机器人：促进学生自我表露、学习和积极态度的小组和个人学生-机器人互动活动
性健康领域的社交辅助机器人：促进学生自我表露、学习和积极态度的小组和个人学生-机器人互动活动
Socially Assistive Robot in Sexual Health: Group and Individual Student-Robot Interaction Activities Promoting Disclosure, Learning and Positive Attitudes
——《国际社会机器人杂志》第17卷第7期，2025年7月——
【摘要】学校开展全面的性教育（SE）在建立与性健康的深层联系并积极倡导性健康方面发挥着至关重要的作用，旨在对儿童进行性健康、道德和行为方面的教育。在小学实施SE可以显著改变学生对性知识的态度和理解。然而，由于学生的信仰、态度以及偶尔的害羞或情感保留，教授SE有时会面临挑战。研究表明，人们认为社交辅助机器人（SAR）有时比人类更值得信赖，因为它们不会带有评判性。受这些证据的启发，本研究旨在评估SAR作为小学生SE课程辅导工具的成功率。我们进行了两项实验：(a) 在学校教室中进行小组活动，Nao机器人进行社会辅助性讲座，我们评估学生从讲座中获得的信息量；(b) 进行个人活动，学生与机器人进行一对一互动，我们评估他们对社会辅助性主题的态度，以及他们是否愿意向机器人询问与社会辅助性相关的问题。基于给定的前后问卷调查和视频注释的数据表明，社会辅助性机器人 (SAR) 在统计上显著改善了学生对社会辅助性机器人 (SE) 的态度。此外，他们还向机器人询问了有关社会辅助性机器人和身体部位的问题。本研究还强调了社会辅助性机器人 (SAR) 的一些特性，这些特性使其能够有效地支持社会辅助性机器人 (SE)，例如它们的具身化和非评判性行为。本研究的独特之处在于它强调了社会辅助性机器人 (SAR) 在真实课堂环境中支持小学生社会辅助性机器人 (SE) 的潜力。
【关键词】人机交互、社会辅助性机器人、性教育、小学、态度、知识
[Abstract] Comprehensive sex education (SE) in schools plays a vital role in establishing a profound link to and actively advocating for sexual health, aiming at educating children about sexual health, ethics, and behaviour. The implementation of SE in elementary schools can significantly transform students’ attitudes and comprehension of sexual knowledge. However, teaching SE has been challenging at times due to students’ beliefs, attitudes, and occasional shyness or emotional reservations. Socially assistive robots (SARs) sometimes are perceived as more trustworthy than humans, based on research showing that they are not anticipated as judgmental. Inspired by those evidences, this study aims to assess the success of a SAR as a facilitator for SE lessons for elementary school students. We conducted two experiments, (a) a group activity in the school classroom where the Nao robot gave a SE lecture, and we evaluated how much information the students acquired from the lecture, and (b) an individual activity where the students interacted 1:1 with the robot, and we evaluated their attitudes towards the subject of SE, and if they felt comfortable to ask SE related questions to the robot. Data based on given pre- and post-questionnaires and video annotations demonstrated that the SAR statistically significantly improved students’ attitudes towards SE. Moreover, they addressed to the robot questions regarding SE and body parts. The study also highlights the SAR characteristics that make them efficient to support SE, such as their embodiment and non-judgmental behavior. This study is unique in its focus on emphasizing the SAR’s potential to support SE for elementary school students in a real class environment.
[Key words] Human robot interaction, Socially assistive robots, Sex education, Elementary school, Attitudes, Knowledge
论文原文：Anna-Maria Velentza, Efthymia Kefalouka & Nikolaos Fachantidis (2025). Socially Assistive Robot in Sexual Health: Group and Individual Student-Robot Interaction Activities Promoting Disclosure, Learning and Positive Attitudes.International Journal of Social Robotics, Volume 17, Issue 7, Pages 1161–1176, July 2025.
https://doi.org/10.1007/s12369-025-01284-9
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