AI 中文总结
本研究采用设计型研究方法，将社交机器人Pepper引入幼儿园音乐活动，探索其在审美教育中激发幼儿创造潜能、丰富音乐体验的作用，初步发现机器人实体存在能提升注意力与参与度。
AI 中文摘要
在儿童-机器人交互（cHRI）领域，已有众多研究尝试探索社交机器人在教育中的潜力。然而，基于实证的、将机器人技术整合到幼儿审美教育（尤其是音乐教育）中的模型却十分罕见。我们的方法基于设计型研究（DBR）方法论，旨在探究社交机器人如何帮助激发幼儿的创造潜能、作为支持性元素发挥作用，并丰富音乐体验。为此，我们将社交机器人Pepper带入一家托儿所，作为音乐活动的陪伴者。初步研究结果表明，机器人的实体存在能够影响注意力、参与度及共同创造互动。鉴于数据有限且采用探索性设计方法，这些结果主要用于为后续迭代生成设计假设。与现有主要关注教学或语言学习过程的研究不同，我们的方法聚焦于审美教育与音乐听想（audiation）情境下的共同创造音乐互动。
英文摘要
There have been numerous attempts to investigate the potential of social robots for education in the field of child-robot interaction (cHRI). However, empirically based models for the integration of robot technologies into aesthetic education in early childhood, especially in music education, are rare. Our approach is based on a design-based research methodology (DBR) to investigate how a social robot can help promote the creative potential of young children, act as a supportive element, and enrich musical experiences. We therefore brought the social robot Pepper to a daycare facility for children as a companion for musical activities. Preliminary findings suggest that the robot's physical presence can influence attention, participation, and co-creative interaction. Given the limited data and the exploratory design approach, these results primarily serve to generate design hypotheses for subsequent iterations. In contrast to existing work, which predominantly addresses instructional or language-based learning processes, our approach focuses on co-creative musical interaction in the context of aesthetic education and audiation.
