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