UAE: Robot teachers enhance learning by 8% over human teachers in primary school, study finds

A new study by a Dubai-based university has found that incorporating artificial intelligence (AI) and robotics into early years education can enhance learning outcomes by an average of eight per cent.

Conducted by researchers at the Rochester Institute of Technology (RIT) in Dubai, the study revealed the positive effects of AI androbotics integration at the elementary school level.

The project involved the use of a personalised, AI-powered robot that engaged directly with students, leading to an average academic performance improvement of eight per cent compared to traditional human-led teaching.

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Led by Dr Jinane Mounsef, chair of the university’s Electrical Engineering and Computing Sciences Department, the research highlighted the potential of personalisation in robotic tutoringin a real-world educational setting.

The robot, known as Duet, employed powerful machine learning algorithms and the ROS (Robot Operating System) framework to predict a student’s proficiency level with 100 per cent accuracy through indicators such as test scores, task completion time, and emotional engagement. It was then able to adjust the challenges and learning materials dynamically to suit each student’s needs.

Photo: RIT

Photo: RIT

Dr Mounsef, said, “Through post-diagnostic exams we found that the experimental group of students using the AI-robot system showed a significant improvement rate over the control group. This demonstrates that such systems can provide a powerful tool to improve efficiency and augment education outcomes.”

She added, “We aim to take our work in cognitive development forward to explore the use of robotics in emotional intelligence. This will involve deploying a human-looking robot that can interact with students on a daily basis to ask questions, gather data and ultimately make recommendations that can help to address their concerns.”

Experts urge balanced implementation

Education experts in the UAE have welcomed the findings, while also calling for thoughtful and balanced implementation in early learning environments.

“Yes — cautiously, and contextually,” said Shifa Yusuffali, CEO and Founder of IdeaCrate and MENALAC Board Member. “The evidence is growing. Studies like the one conducted by the University of Cambridge in 2022 have shown that programmable robots can support skills like collaboration and sequencing among children as young as four, particularly in guided group settings.

Photo: Shifa Yusuffali

"Similarly, research from MIT Media Lab and Tufts University (Bers, 2018) has shown that screen-free robotics, like KIBO, can introduce young learners to computational thinking without displacing the sensory, social, and creative elements of early education.”

However, Yusuffali emphasised that such technology should support, not replace, the essence of childhood learning.

“Technology in early years should never lead — it should follow. It should follow the child’s innate sense of wonder, their need to move, to ask, to connect. In the right setting, with thoughtful facilitation, AI and robotics can become interesting companions in that journey — but never the driver.

“Children need connection more than they need content. They need to play before they can program. And they need to be seen — not just as future learners or digital natives, but as whole human beings with their own pace, questions, and stories.”

Interactive storytelling devices

The country’s largest preschool chain has also already begun integrating AI tools in classrooms to support learning goals in developmentally appropriate ways, said, Dr Vandana Gandhi, CEO and founder of British Orchard Nursery and Teacher Training Centre.

“We advocate innovation that supports developmental needs through technology. Our EYFS curriculum ensures that all children have access to the latest age-appropriate technology tools and methodology for a seamless transition to big schools. Educators use AI-driven tools and AI assistants for teaching, assessment, curriculum planning, and monitoring progress,” said Gandhi.

Photo: Vandana Gandhi

She noted that nurseries are also introducing tech numeracy games, interactive storytelling devices, and smart learning stations across their branches.

“These tools have already shown a positive impact on attention span and cognitive engagement — while preserving the nursery’s commitment to a play-based, sensory-rich environment,” added Gandhi.

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