128 lines
5.9 KiB
Plaintext
128 lines
5.9 KiB
Plaintext
October 1991
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RESEARCH FORUM
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MCGRUFF ROBOT TEACHES KIDS
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(RESULTS OF A SPRINGFIELD, MISSOURI, PILOT PROGRAM)
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Once considered a science fiction fantasy, robots are now
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becoming an integral part of the instructional curriculum in
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some schools. A growing body of knowledge suggests that
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children learn more readily when they are allowed to manipulate
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concrete objects before moving to abstract concepts. (1) The
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use of robots is well-suited for engaging children with a
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tangible object that reinforces positive concepts and ideas.
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Three elementary schools in Springfield, Missouri, were
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chosen as sites for an innovative program that includes a
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robotic version of McGruff, the crime dog. In the program,
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McGruff, assisted by a police officer, delivers safety messages
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to children and interacts with them in order to convey a
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positive safety theme. The results, gauged by a survey
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conducted in three of the participating schools, have proved the
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program's effectiveness.
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THE ROBOT
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The McGruff robot is approximately 4 feet tall and weighs
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60 pounds. Every effort has been madf''fe to give the robot human
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traits. The computerized interior is hidden by clothing, the
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arms move up and down, the head rotates, the eyelids open and
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shut, and the mouth can be manipulated by remote control to
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indicate various facial expressions and to give the appearance
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of speech. The actual voice is that of the operator, via a
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two-way wireless system that allows the robot to appear to
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listen and respond to questions and comments from the audience.
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Speakers are mounted on the robot's legs. In addition to the
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remote voice, a cassette player is also mounted in the robot so
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that various safety jingles and other messages can be played.
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THE SURVEY
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Two hundred and ninety-one elementary students who
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participated in the McGruff Program at three elementary schools
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were surveyed. The majority (230) were 7- or 8-year-old
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children in the second grade. Forty-eight students surveyed
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were 9 years of age.
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The questionnaire consisted of 14 close-ended questions
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concerning McGruff's appearance and the message the robot
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presented. The students were asked to respond on a 5-point
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Likert scale from "yes" to "no" with responses of "somewhat,"
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"maybe," and "a little" as options between the two extremes.
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Examples of survey questions include: "McGruff and the
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police officer have helped me understand how to prevent crime";
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"I will do what McGruff says so that I will be safe"; and "I
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want McGruff to come back and visit my school again." Other
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questions asked students to rank what they liked most/least
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about the robot.
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Two hundred and thirty-two (80 percent) of the students
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said they liked to listen to McGruff. Eighty-five percent said
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they understood McGruff's message about avoiding drugs and
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strangers. Seventy-seven percent responded that McGruff's safety
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message was factual, credible, and provided information in a
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straight-forward manner.
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Two hundred and sixty-three students (90 percent) believed
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McGruff and the officer effectively explained the consequences
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of being careless about safety. Almost 80 percent (232
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students) believed that McGruff made the police officer's
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message clearer and easier to understand.
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The majority of the children (88 percent) believed that
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McGruff sincerely cares about them, and 91 percent of the
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students responded that they were not afraid of the robot. In
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fact, 86 percent expressed a desire to have McGruff return for
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another visit.
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When asked what they did not like about the robot, the
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majority (54 percent) of students said there was nothing they
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did not like. Fourteen percent said that if they had to choose
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something to improve, it would be the robot's clothing.
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Significantly, when general positive and negative reactions
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were cross-tabulated, it became apparent that younger students
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were more receptive to the McGruff robot. Half of the 7 year
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olds demonstrated affection to the robot by hugging him; only 13
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percent of the 9 year olds were willing to hug the robot.
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Forty-two percent of the 7 and 8 year olds said they were not
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afraid of the robot, while a significantly lower number (15
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percent) of the 9 year olds responded that they were not afraid.
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CONCLUSION
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This survey, while admittedly focused on students from one
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geographic/social perimeter (a midwest, midsize city),
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reinforces earlier research that indicates students absorb more
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information concerning abstract concepts when tangible objects
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are used to instruct. Because the McGruff robot is a familiar
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symbol of safety to children, he is an ideal "teacher" to
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reinforce positive themes concerning crime, safety, and the
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dangers of drug abuse.
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While children watch and listen to McGruff and the officer,
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they internalize positive safety messages, whether consciously
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or subconsciously. The jingles are infectious and easy to
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remember. Combining words, music, and actions, the robot
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reinforces important messages that not only help children to
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make correct choices but also help to instill a positive
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foundation concerning safety and crime.
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FOOTNOTE
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(1) H. Barnett and J. Belter, "The Language of Robots,"
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Computer-Reading & Language Arts, Spring 1984, pp. 35-37.
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_______________
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Information in this Research Forum is based on a survey
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conducted by Edna Bell, Ph.D., an Associate Professor, and Debra
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McDowell, an Assistant Professor, at Southwest Missouri State
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University in Springfield, Missouri.
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