Introduction
Children from disadvantaged backgrounds—including those from single-parent families, grandparenting households, immigrant families, indigenous groups, and low-income communities—often face challenges in emotional development that hinder learning outcomes. This project integrates Pedagogical AI Agents (PAIA) and educational robotics into emotion-themed picture book lessons to foster children's emotional recognition, expression, and regulation. Simultaneously, it prepares pre-service teachers with digital literacy, applied psychology competence, and socially responsible teaching capacity.
Purpose
The project aimed to (1) design AI-assisted curricula on emotional recognition, expression, and regulation; (2) evaluate the effectiveness of robot-mediated storytelling in supporting socio-emotional learning; and (3) strengthen pre-service teachers' competence and attitudes toward technology-enhanced emotional education.
Method
Implemented in three non-profit kindergartens in Taiwan, the study involved 210 disadvantaged children and 15 pre-service teachers. A four-phase program included (1) AI-driven picture book lesson design, (2) robot-assisted classroom demonstrations, (3) family-school collaboration through parent workshops, and (4) mixed-method evaluation using pre/post child assessments, behavioral observations, interviews, and surveys.
Results
Children demonstrated statistically significant improvements in emotional recognition (+25%, p < .01), emotional expression (+21%, p < .05), and regulation skills (+19%, p < .05). Pre-service teachers reported increased digital competence and teaching self-efficacy (self-efficacy scale +23%, p < .01) and more positive attitudes toward technology integration (+18%). Qualitative findings highlighted enhanced pedagogical creativity, confidence in applying AI and robotics, and strengthened parental awareness of emotional support strategies.
Conclusions
This replicable, TPACK-aligned model demonstrates how applied psychology, digital innovation, and social responsibility can converge to reduce emotional education gaps for disadvantaged children. Beyond advancing socio-emotional learning, the study contributes to sustainable teacher education by equipping future educators with the skills and attitudes necessary for technology-enhanced instruction. Findings offer implications for teacher training, family engagement, and international education policies on integrating AI and robotics into early childhood education.