A new study from RIT Dubai has found that AI-powered robot teachers can boost learning outcomes in primary school students by up to 8%, highlighting the growing potential of technology in classrooms when used thoughtfully alongside traditional methods.
In a groundbreaking study conducted by a Dubai-based university, researchers have discovered that integrating artificial intelligence (AI) and robotics into early education can significantly enhance learning outcomes. The study, carried out by the Rochester Institute of Technology (RIT) in Dubai, found that robot teachers improved student performance by an average of 8 per cent when compared to traditional human-led instruction in primary schools.
The research, led by Dr. Jinane Mounsef, Chair of the university’s Electrical Engineering and Computing Sciences Department, focused on the use of a personalised AI-powered robot in real classroom settings. The robot, named Duet, interacted directly with students, tailoring educational content to suit individual learning levels, needs, and emotional states — a method that proved to be significantly more effective in boosting academic outcomes than standard teaching approaches.
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Duet is equipped with advanced machine learning algorithms and is built on the Robot Operating System (ROS) framework. This sophisticated system allows it to monitor various indicators such as student test scores, time taken to complete tasks, and even emotional engagement cues. Using this data, Duet could predict a student’s proficiency level with 100 per cent accuracy and adapt its instructional methods in real time.
According to Dr. Mounsef, the robot not only delivered content more efficiently but also engaged students in a way that traditional instruction often couldn’t. “Post-diagnostic exams clearly demonstrated that the group of students using the AI-robot system outperformed those taught in a traditional classroom setting. This confirms that AI and robotics can play a transformative role in enhancing the efficiency and outcomes of education,” she said.
Looking ahead, Dr. Mounsef and her team plan to further explore robotics and emotional intelligence, focusing on how humanoid robots might help address students’ social and emotional needs through daily interactions, data collection, and personalized recommendations.
While the findings have been welcomed by education leaders across the UAE, many emphasize the importance of implementing such technology in a balanced and developmentally appropriate manner.
Shifa Yusuffali, CEO and Founder of IdeaCrate and a board member of MENALAC, said that although the benefits of educational robots are becoming more evident, especially in early years learning, their use must be approached with care and context.
“Yes — cautiously, and contextually,” she explained. “There’s growing evidence, including research from the University of Cambridge and MIT Media Lab, showing that programmable robots can enhance skills such as collaboration and sequencing, even among children as young as four. However, this is most effective in guided, play-based environments.”
Yusuffali highlighted the importance of prioritising children’s natural curiosity and emotional needs over the rush to adopt new tech tools. “Technology should never lead in early years education — it should follow. It must follow the child’s need to explore, connect, and create. In the right setting, AI and robotics can be powerful companions on a child’s learning journey — but they should never be the driver.”
She further added, “Children need connection more than content. They must be seen not just as digital natives or future learners, but as whole human beings with their own questions, stories, and pace.”
Several UAE early learning institutions have already begun implementing AI technologies in their classrooms — but with a firm commitment to maintaining play-based, sensory-rich learning environments.
Dr. Vandana Gandhi, CEO and Founder of the British Orchard Nursery and Teacher Training Centre, noted that AI tools are being carefully integrated into nurseries across the country. “We advocate the use of innovation that aligns with the developmental needs of young learners. Our curriculum, based on the Early Years Foundation Stage (EYFS), incorporates age-appropriate technologies to help children transition smoothly into primary education,” she said.
She explained that educators across British Orchard Nursery branches are now using AI-driven teaching tools, including smart assistants, for assessment, curriculum planning, and progress tracking. Additionally, nurseries have begun introducing interactive storytelling devices, tech-based numeracy games, and smart learning stations to enrich the classroom experience.
“These tools are already making a visible difference in enhancing attention span and cognitive engagement — all while preserving the essence of play and discovery,” Dr. Gandhi added.
The RIT Dubai study, combined with feedback from education leaders, suggests that robotics and AI can become valuable educational tools — particularly when thoughtfully implemented alongside traditional methods. Rather than replacing teachers, these technologies are seen as enhancements that support differentiated instruction, boost efficiency, and allow for more personalised learning experiences.
As Dubai continues to position itself at the forefront of educational innovation, this study reinforces the potential of intelligent classroom companions to shape the future of learning. However, educators and researchers alike caution that the human touch — empathy, creativity, and emotional connection — remains irreplaceable in early childhood education.
With further research underway and an increasing number of nurseries and schools experimenting with AI solutions, the UAE could soon lead the way in creating hybrid classrooms where human warmth meets robotic precision, delivering the best of both worlds for the next generation of learners.
Source : KT
Image Courtesy : Internet
