For many children, reading aloud can be nerve-wracking. The fear of stumbling over the text, mispronouncing words and being judged for it in front of a group of peers can spike anxiety and dampen confidence. A new study by researchers from the University of Chicago, University of Illinois Chicago and University of Wisconsin–Madison suggests a surprising ally — robots — may ease that stress.
As AI sparks concerns about whether it undermines learning and the effort required to think critically, this study might show another role machine learning could play in classrooms. Unlike generative AI tools and chatbots that are often used for cheating or to generate assignments for students, social robots may support the emotional and social aspects of learning, helping young students build confidence and foundational skills, such as reading aloud.
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In experiments with 52 children between the ages of 8 and 11, the research team analyzed how the children responded to reading short stories aloud in three different settings: alone, to a human adult and to a social robot named Misty. The researchers found that kids showed fewer signs of anxiety — steadier voices, calmer heart rates, cooler facial temperatures — when reading to the robot compared to a human adult. One student in the study said, “Even when I made a mistake, I knew it couldn’t be mad at me.”
The researchers turned to physiological indicators as a way to capture children’s anxiety more accurately than self-reports.
“If you ask a 10-year-old, ‘Were you nervous?’ they’re most likely to say no, either because they don’t want to admit it or because they’re still developing the ability to identify and name their own emotions,” PhD student and study lead Lauren Wright said. “In educational research, we can use these techniques to study not just how students learn under different conditions, but also how the act of learning makes them feel.”
Interestingly, the students’ comprehension stayed the same across settings, meaning the robot’s calming effect didn’t affect their learning overall.
Not every child loved Misty’s mechanical voice or expressionless face, but most described the robot as “cute, fun and a less stressful audience.” One student said, “The robot is easier because you feel less judged because robots don’t have feelings.”
The findings hint at a future where robots aren’t just teaching tools but could act as emotional buffers, helping kids build confidence in moments that can otherwise feel intimidating. However, it is undetermined if these robots could improve reading comprehension.
