A recent study by a university based in Dubai has discovered that integrating artificial intelligence (AI) and robotics into early childhood education can improve learning outcomes by an average of eight percent.
The research, conducted by the Rochester Institute of Technology (RIT) in Dubai, demonstrated the beneficial impact of embedding AI and robotics at the elementary school level.
The study involved a personalised AI-powered robot that directly interacted with students, resulting in an average academic performance increase of eight percent compared to conventional teaching methods led by humans.
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The research was led by Dr. Jinane Mounsef, chair of the Electrical Engineering and Computing Sciences Department at RIT. It underscored the potential of personalised robotic tutoring within actual educational environments.
The robot, named Duet, utilised advanced machine learning algorithms and the Robot Operating System (ROS) framework to accurately predict a student’s proficiency level with 100 percent accuracy, using indicators such as test results, task completion times, and emotional engagement. Duet could then dynamically tailor challenges and learning materials to meet each student's needs.
Dr. Mounsef stated, “Through post-diagnostic exams, we found that the experimental group of students using the AI-robot system showed a significant improvement compared to the control group. This demonstrates that such systems can be powerful tools to enhance efficiency and boost educational outcomes.”
She added, “Our future plans include advancing our research in cognitive development to explore the use of robotics in emotional intelligence. This involves deploying a human-like robot capable of interacting with students daily, asking questions, collecting data, and ultimately making recommendations to address their concerns.”
Experts urge balanced implementation
Education specialists in the UAE welcomed the study’s findings but stressed the importance of careful and balanced use of such technologies in early education settings.
“Yes — cautiously, and contextually,” said Shifa Yusuffali, CEO and Founder of IdeaCrate and MENALAC Board Member. “Growing evidence supports this. For example, a 2022 University of Cambridge study showed that programmable robots can enhance skills like collaboration and sequencing in children as young as four, especially in guided group activities.
“Similarly, research from MIT Media Lab and Tufts University (Bers, 2018) found that screen-free robotics, such as KIBO, introduce young learners to computational thinking without compromising sensory, social, and creative aspects of early education.”
However, Yusuffali emphasized that technology should support but not replace the fundamental nature of childhood learning.
“Technology in early years should never lead — it should follow. It must follow the child’s natural curiosity, their need for movement, questioning, and connection. In an appropriate setting with thoughtful guidance, AI and robotics can be engaging companions on this journey — but never the main driver.
“Children need connection more than content. They need play before programming. And they need to be recognized not merely as future learners or digital natives, but as complete human beings with their own pace, questions, and stories.”
Interactive storytelling devices
The UAE’s largest preschool chain has already begun incorporating AI tools in classrooms to support learning objectives in developmentally suitable ways, according to Dr. Vandana Gandhi, CEO and founder of British Orchard Nursery and Teacher Training Centre.
“We promote innovations that align with developmental needs through technology. Our EYFS curriculum ensures all children have access to the latest age-appropriate tech tools and methods for a smooth transition to primary schools. Educators use AI-driven tools and assistants for teaching, assessment, curriculum planning, and progress monitoring,” said Gandhi.
She also highlighted that nurseries are introducing tech-based numeracy games, interactive storytelling devices, and smart learning stations throughout their branches.