Abstract:

The integration of robotics into educational settings has emerged as a transformative approach to teaching and learning, especially for young learners. Robots, with their interactive and dynamic capabilities, offer a hands-on learning experience that can captivate students' interest and stimulate their curiosity in science, technology, engineering, and mathematics (STEM) subjects. The engagement and interaction with robots provide a tangible and relatable context for abstract concepts, making learning more accessible and enjoyable. However, the potential of robotic education extends beyond mere interaction with physical robots. The incorporation of speech capabilities into educational robots represents a significant advancement in creating a more immersive and interactive learning environment. Speech recognition and text-to-speech functionalities enable robots to communicate with students in a more natural and intuitive manner. This allows for a two-way interaction, where robots can not only respond to students' commands but also initiate conversations, ask questions, and provide feedback.

This study aims to investigate the impact of interactive talking robots on learning and engagement in robotic education for young learners. It seeks to understand how the incorporation of speech recognition and text-to-speech functionalities into educational robots can create a more dynamic and accessible learning environment: The research employs a quasi-experimental design involving 60 students, divided into two groups of 30 each. The experimental group interacts with educational robots integrated with ROS packages for speech recognition and text-to-speech, while the control group engages with traditional educational robots without speech capabilities. The robots in the experimental group are programmed to present learning objectives, provide real-time feedback, ask questions, and guide students through problem-solving tasks using voice commands and responses. Data on learning outcomes and engagement levels are collected through pre- and post-tests, observations, and student feedback. Preliminary results indicate that the incorporation of speech capabilities in educational robots significantly enhances students' motivation and participation. The interactive talking robots facilitate a more personalized and engaging learning experience, leading to improved understanding of robotics concepts and increased overall engagement in STEM subjects. Further analysis and long-term studies are required to validate these findings and explore the potential long-term impacts on educational outcomes.

The study highlights the importance of incorporating advanced technologies, such as speech recognition and text-to-speech functionalities, into educational tools to create more accessible and engaging learning experiences. Future research should focus on conducting long-term studies to assess the sustained impact of interactive talking robots on educational outcomes and explore the potential for their broader application in various educational settings.

Keywords:

Educational Robotics, Speech Recognition, Text-to-Speech, Interactive Learning, STEM Education, Educational Technology.