一个机器人提供的培训计划,以改善荷兰小学儿童的心理健康和性:试点干预研究
Anne Zijp1, Jiska J Aardoom1, Olivier A Blanson Henkemans2
1Department of Public Health and Primary Care, Leiden University Medical Center, Albinusdreef 2, Leiden, 2333 ZA, The Netherlands, 31 637402046.
JMIR formative research
|August 29, 2025
概括
在小学生和教师中, ePartners 机器人伙伴干预的可行性和接受度很高. 虽然教师报告生活质量有所改善,
科学领域:
- 儿童心理学
- 教育技术
- 心理健康干预措施
背景情况:
- 心理健康问题可能会导致长期问题.
- 投资于青少年心理健康促进和预防至关重要.
- 提供适应能力,自我形象,社交技能和情绪调节的模块.
研究的目的:
- 评估ePartner机器人干预的可行性,可接受性和可用性.
- 评估干预对儿童心理健康,生活质量和自我效能的影响.
主要方法:
- 在3所荷兰小学进行了为期6周的单臂前后试点研究.
- 干预涉及使用ePartners机器人伙伴的儿童和教师.
- 通过可行性,可接受性,可用性,心理健康,质量和自我效能的问卷来衡量结果.
主要成果:
- 教师报告的可行性中等 (平均17.3/20) 和接受度高 (平均16.9/20).
- 儿童报告高可用性 (平均15. 2/ 20) 和可接受性 (平均12. 0/ 15).
- 教师报告的QOL显著改善 (P=0. 01),但儿童自我报告的QOL,心理健康和自我效能没有显著变化.
结论:
- 电子合作伙伴的机器人干预证明了在小学中的可行性,可接受性和可用性.
- 需要进一步研究以优化效益和解决实施挑战.
- 机器人提供的干预措施对教育环境中儿童的心理健康有很大的帮助.
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