Research on Programming Education Using Pepper Reveals the Importance of Instruction Tailored to Children's Interests and Thinking
A joint study by SoftBank Robotics and universities has revealed that in programming education using the humanoid robot 'Pepper,' instruction tailored to children's interests and thinking is crucial. The study also indicated gender differences in learning motivation.
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- 📰 Published: April 8, 2026 at 20:00
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SoftBank Robotics Corp. (HQ: Minato-ku, Tokyo; President & CEO: Fumihide Tomizawa; hereinafter "SoftBank Robotics"), in collaboration with Tokyo University of Science, Osaka University, and Showa Women's University, conducted research on the impact of programming education using the humanoid robot 'Pepper' on children's learning motivation and thinking. The results revealed the importance of instruction tailored to children's interests and thinking.
Programming education using Pepper, aimed at supporting the development of logical thinking, problem-solving skills, and creativity in children who will lead the future society coexisting with robots, is an initiative the SoftBank Group has been continuously working on for nine years since its launch in 2017. The results of this research were obtained as an outcome of such continuous practice.
This study conducted a questionnaire survey in 2023 with a total of 457 students—341 elementary school students and 116 junior high school students—who had received at least 6 hours of programming education using Pepper. The survey analyzed motivation for programming learning, self-evaluation of computational thinking, and critical thinking attitudes. The results revealed several characteristic trends regarding factors that support interest in learning, self-evaluation, and logical thinking.
**Research Summary ①: Gender Differences in Learning Motivation/Self-Evaluation and Comparison with 2019 Survey**
Focusing on elementary school students, the study analyzed gender differences in motivation for programming learning, computational thinking, and critical thinking attitudes.
- Motivation for Programming Learning (*1)
A tendency for boys to be higher was observed. Differences were particularly noted in items related to interest and engagement in learning, such as "I like classes that use programming," "I want to try various things," and "It's fun to become able to do it." This suggests that a gap may arise not just in comprehension itself, but at the initial stage of interest and willingness to continue learning.
- Computational Thinking (Self-Evaluation) (*2)
Boys showed higher tendencies in items such as "thinking about program combinations," "improving programs," and "adjusting movements through trial and error." On the other hand, no gender difference was seen in items like "thinking logically." This suggests that gender differences are more likely to appear in self-efficacy (the belief that "I can do it") for concrete tasks like program construction and improvement, and may not necessarily align with logical thinking itself.
(*1) Motivation for Programming Learning
*: Items with significant difference (5% level)
(*2) Computational Thinking
*: Items with significant difference (5% level)
- Critical Thinking Attitude (*3)
Gender differences were relatively...
Programming education using Pepper, aimed at supporting the development of logical thinking, problem-solving skills, and creativity in children who will lead the future society coexisting with robots, is an initiative the SoftBank Group has been continuously working on for nine years since its launch in 2017. The results of this research were obtained as an outcome of such continuous practice.
This study conducted a questionnaire survey in 2023 with a total of 457 students—341 elementary school students and 116 junior high school students—who had received at least 6 hours of programming education using Pepper. The survey analyzed motivation for programming learning, self-evaluation of computational thinking, and critical thinking attitudes. The results revealed several characteristic trends regarding factors that support interest in learning, self-evaluation, and logical thinking.
**Research Summary ①: Gender Differences in Learning Motivation/Self-Evaluation and Comparison with 2019 Survey**
Focusing on elementary school students, the study analyzed gender differences in motivation for programming learning, computational thinking, and critical thinking attitudes.
- Motivation for Programming Learning (*1)
A tendency for boys to be higher was observed. Differences were particularly noted in items related to interest and engagement in learning, such as "I like classes that use programming," "I want to try various things," and "It's fun to become able to do it." This suggests that a gap may arise not just in comprehension itself, but at the initial stage of interest and willingness to continue learning.
- Computational Thinking (Self-Evaluation) (*2)
Boys showed higher tendencies in items such as "thinking about program combinations," "improving programs," and "adjusting movements through trial and error." On the other hand, no gender difference was seen in items like "thinking logically." This suggests that gender differences are more likely to appear in self-efficacy (the belief that "I can do it") for concrete tasks like program construction and improvement, and may not necessarily align with logical thinking itself.
(*1) Motivation for Programming Learning
*: Items with significant difference (5% level)
(*2) Computational Thinking
*: Items with significant difference (5% level)
- Critical Thinking Attitude (*3)
Gender differences were relatively...