情緒智力包含情緒覺察與辨識、情緒表達、情緒理解以及情緒調節，並會影響個體學習成效及人際關係表現，幼兒時多透過與社會建立正向且頻繁的互動習得，新型冠狀肺炎（COVID-19）的流行導致幼兒與同儕互動的機會被限制，並對情緒智力的培養影響極大。隨著社交機器人技術漸趨成熟，開始被用於幼兒教育之上，除了能有效提高語文學習成效，其互動力高的特色更適合擔任情緒教育之教學工具。而近年社會情緒學習模型也被用以促進幼兒的情緒智力，因此本研究旨在探討以社交機器人進行社會情緒學習對幼兒在情緒智力與語文學習成效之影響。
本研究運用對話式閱讀策略於課程中，以繪本故事為背景，發展一套社交機器人社會情緒學習課程，課程主題包含生氣、擔心、人際關係及尊重友愛之四種培養人際關係技能。研究對象為13位幼兒園4至6歲幼兒，採前實驗研究法，研究結果發現：（1） 運用社交機器人進行社會情緒學習課程能部分提高幼兒情緒智力；（2） 運用社交機器人進行社會情緒學習課程能讓幼兒提高語文學習成效；（3） 幼兒對社交機器人社會情緒學習課程具有正向滿意度。

Emotional intelligence includes Emotion-recognition, Emotion-understanding, Emotion-expression, and Emotion-regulation, and will affect individual learning effectiveness and performance of interpersonal relationships. It is often learned during early childhood through frequent positive interactions with peers and the social environment. The COVID-19 has restricted the opportunities for young children to interact with their peers and has a great impact on the development of young children’s emotional intelligence. In recent years, social robots have begun to be used in early childhood education. In addition to effectively improving the effectiveness of language learning, their interactive features are more suitable as teaching tools for emotional education. Furthermore, in various countries and regions, Social-emotional Learning models have also been used to promote children’s emotional intelligence. Therefore, the purpose of this research is to explore the impact of social-emotional learning with social robots on children’s emotional intelligence and language learning effectiveness.
This study uses Dialogic-reading strategies in the curriculum and uses picture book stories as the background to develop a social robot social-emotional learning curriculum. The topics of the curriculum include anger, worry, interpersonal relationships, and respect and friendship to cultivate interpersonal skills. The subjects of the study were 13 kindergarten children aged 4-6. The pre-experimental research method was adopted. The results of the study found that: （1） Using social robots for social-emotional learning courses can partially improve children’s emotional intelligence; （2） Using social robots for social-emotional learning curriculum can improve the effectiveness of language learning for children; （3） Children have positive satisfaction with the social-emotional learning curriculum of social robots.

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