The impact of educational robot R1 on the development of emotional intelligence in preschool-aged children

Abstract

The study investigates the impact of the educational robot R1 on the development of emotional intelligence in preschool-aged children. Employing a convergent mixed methods design with a quasi-experimental pre-test/post-test structure and elements of an embedded case study, the research was conducted in a kindergarten in Athens with 21 children aged 4 to 6 years, including both typically and atypically developing children. Quantitative data were collected through rating rubrics, evaluation sheets, and worksheets, while qualitative insights were obtained via semi-structured interviews and observation. The findings revealed a significant increase in children's emotional intelligence scores across four domains—recognition of emotions, expression of emotions, regulation of emotions, and social skills—following the interventions. Children demonstrated enhanced emotional vocabulary, self-awareness, management of emotions, and collaborative behaviors. The robot served as a socially engaging tool, promoting both affective learning and peer interaction. These results support the integration of educational robotics into early childhood education to foster emotional and social development in inclusive and diverse classroom environments.