Purpose: The primary objective of this study is to investigate the impact of "utilizing AI robots" in kindergarten household learning activities on enhancing children's participation in household tasks.
Method: A quasi-experimental research design was employed to examine the differences in household learning outcomes between the experimental group and two control groups, assessed through pre-tests and post-tests. A total of 231 children, homogeneous in socioeconomic status and age, were recruited from non-profit kindergartens in the Greater Taipei area, including Taipei City, New Taipei City, and Taoyuan City, with the consent of schools, teachers, and parents. The participants were divided into three groups: the experimental group yielded 65 valid questionnaires after data collection and organization; control group 1 yielded 53 valid questionnaires; and control group 2 yielded 75 valid questionnaires. Ultimately, 193 valid samples were included in the analysis. Children in the experimental group participated in "AI robot-assisted" household learning activities twice a week for three consecutive weeks, with each session lasting approximately 20 to 30 minutes. In contrast, children in control group 1 received no experimental treatment, while those in control group 2 engaged in researcher-led household learning activities under the same schedule. Parents completed the "Children's Household Preferences and Abilities Survey Questionnaire" both before and after the experimental intervention to evaluate the effectiveness of the children's household learning.
Results: The study's findings indicate that both AI robot intervention and teacher-led instruction in preschool settings enhance children's household chore abilities; however, the effect of AI robot intervention is superior to that of teacher-led instruction.
Conclusion: It is recommended that future preschool educational practices incorporate technological media into children's household chore learning activities to enhance their effectiveness.
