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Sex Education (SE) in schools promotes sexual health and addresses topics important for human wellbeing and safety. However, educators often face challenges, including insufficient training, lack of resources, and discomfort in delivering SE material. Emerging technologies, such as Socially Assistive Robots (SAR), have demonstrated potential in improving learning experiences by fostering engagement and trust. This study investigates the effectiveness of SAR as tutors for SE in comparison to human teachers. The current phase is divided into two phases. In the first phase, 39 middle school teachers completed a 49-item questionnaire assessing their attitudes toward SE and the use of robots as teaching aids. Results revealed significant concerns about inadequate training (64.1%) and limited access to official SE materials (76.9%). Teachers also noted hesitation among colleagues due to conservative views. In the second phase, we evaluated the humanoid robot Nao’s ability to deliver SE lessons to 12-year-old students. Using pre- and post-tests, we a) measured knowledge acquisition, b) attitudes towards SE, and c) perceptions towards the tutor. A between-subject experimental design compared robot- and human-taught sessions. Both groups demonstrated significant knowledge gains (p < .01) with no significant differences in attitudes towards SE or the tutor. These findings highlight the potential of SAR as effective tools for SE teaching, particularly in contexts where teachers lack confidence or resources. Future research should explore long-term impacts and trust dynamics to determine SAR’s role in fostering open discussions on sensitive topics like sexual health.

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Socially Assistive Robot Promote Sex Education for Middle School Students: Teachers’ Attitudes and Students Learning Outcome and Attitudes After Human vs Robot Lecture

  • 会议论文

  • 发表日期：

    2025年

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  • Anna-Maria Velentza,
  • Zoi Kagkelidou,
  • Efthymia Kefalouka,
  • Nikolaos Fachantidis

摘要

Sex Education (SE) in schools promotes sexual health and addresses topics important for human wellbeing and safety. However, educators often face challenges, including insufficient training, lack of resources, and discomfort in delivering SE material. Emerging technologies, such as Socially Assistive Robots (SAR), have demonstrated potential in improving learning experiences by fostering engagement and trust. This study investigates the effectiveness of SAR as tutors for SE in comparison to human teachers. The current phase is divided into two phases. In the first phase, 39 middle school teachers completed a 49-item questionnaire assessing their attitudes toward SE and the use of robots as teaching aids. Results revealed significant concerns about inadequate training (64.1%) and limited access to official SE materials (76.9%). Teachers also noted hesitation among colleagues due to conservative views. In the second phase, we evaluated the humanoid robot Nao’s ability to deliver SE lessons to 12-year-old students. Using pre- and post-tests, we a) measured knowledge acquisition, b) attitudes towards SE, and c) perceptions towards the tutor. A between-subject experimental design compared robot- and human-taught sessions. Both groups demonstrated significant knowledge gains (p < .01) with no significant differences in attitudes towards SE or the tutor. These findings highlight the potential of SAR as effective tools for SE teaching, particularly in contexts where teachers lack confidence or resources. Future research should explore long-term impacts and trust dynamics to determine SAR’s role in fostering open discussions on sensitive topics like sexual health.