智能时代的新玩伴：儿童与机器人的互动特征及其对儿童发展的影响

With the rapid advancement of artificial intelligence, interactions between children and robots have become increasingly frequent. The research outcomes in this domain can be summarized into three processes: children’s understanding of robots, their interactions, and the effects of these interactions on child development. In terms of understanding, children are more readily attracted to anthropomorphic appearances of robots, tend to explore robots based on interest, and often perceive robots as living or quasi-living entities. During interactions, children are more inclined to accept robots as intimate companions, seeking emotional comfort and a sense of protection, but may also bully them. Interacting with robots enhances children's cognitive and metacognitive abilities, learning interest, social willingness, and empathetic skills. However, due to robots’ inability to provide appropriate reproach and feedback, there is potential for negative implications on a child's social development. Future research should expand on design, methodologies, and depth, attempt longitudinal and cross-cultural studies, refine evaluation techniques, delve deeper into the reasons and contexts for child-robot interactions, and be mindful of associated ethical issues.