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CertifiedEducation quality
12/2020
ROYBI Robot
ROYBI
English as a Second Language
Roybi is an interactive smart robot for learning English as a second language
Roybi Robot is an AI-powered educational smart toy robot for children 3+ in language learning. It comes with lessons, songs and stories, that cover main topics for early language learning and teach about numbers, animals, nature and plenty more.
Roybi Robot creates smart reports for parents and educators to track learning progress, pronunciation scores, and much more. Parents can play, schedule, and check their favorite lessons on companion iOS and Android apps. Roybi Robot is an educational toy for homeschooling and remote learning to make learning fun through play and innovative engagement.
Age groups
Preschool
Elementary
Languages
English
Chinese
English US
Simplified Chinese
Platform
Mobile Android
Mobile iOS
Other
Registration
Required
Offline play
Internet required
Roybi has a small screen to display information and it reacts to child's speach.
Roybi works as a communication tool and encourages the child to speak in foreign language
Roybi can be customized and it is easy to schedule and launch wanted lessons.
The loading station allows interaction with buttons, which are used to play small games.
The pedagogical analysis covers how the product supports learning of the identified skills. The student’s role is assessed by four contrary pair parameters, which are selected to cover the most essential aspects on the use of the product.
The following are the high educational quality aspects in this product.
The product has interactive elements and aspires to activate and motivate the user to learn.
The robot is visually pleasant. Images on the display were pleasant to the eye and clear to understand.
The music and audio is inspiring and interesting for the child. Music and artistic tasks (drawing) supported self expression and creativity.
The supported learning goals are identified by matching the product with several relevant curricula descriptions on this subject area. The soft skills are definitions of learning goals most relevant for the 21st century. They are formed by taking a reference from different definitions of 21st century skills and Finnish curriculum.
Subject based learning goals
Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning.
Can understand instructions addressed carefully and slowly to him/her and follow short, simple directions.
Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated.
Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated.
Can interact in a simple way but communication is totally dependent on repetition at a slower rate of speech, rephrasing and repair. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics.
Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to him/her in clear, slow and repeated speech by a sympathetic speaker.
Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics.
Can ask and answer questions about themselves and other people, where they live, people they know, things they have.
Can describe him/herself, what he/she does and where he/she lives.
Student understands when somebody talks about their family or friends in simple sentences.
Student can understand questions about oneself.
Student can understand when the teacher tells me to do something that he/she already knows.
Student can understand simple questions about oneself.
Student can understand the teacher’s instructions.
Student can understand when he/she is asked personal questions: his/her name, age and where he/she lives.
Student can understand when people greet him/her, ask him/her how he/she is and says good-bye to him/her. [
Student can understand routine phrases such as “please” and “thank you.”
Student can recognise simple greetings.
Student can talk about how he/she feels and also ask others how they feel in simple, short sentences, e.g. I am tired. How are you today?
Student can understand some words and phrases he/she hears on TV programmes.
Student can understand everyday words and sentences in children’s films, cartoons, tales, advertisements and announcements.
Can recognise words, names and numbers that he/she already knows in simple, short recordings, provided that they are pronounced very slowly and clearly.
Student can understand the main point(s) from a short spoken passage, e.g. a short rhyme or song, a telephone message, announcement or weather forecast…
Student can understand simple classroom instructions such as “Sit down”, “Wait”, “Listen”.
Student can understand when my friends tell me how to play a game.
Student can understand when the teacher tells me to do something that I already know.
Student can understand very short conversations when people speak slowly and clearly.
Student can understand when somebody talks about their family or friends in simple sentences.
Student can greet and say goodbye to an adult or my friend using the correct words to match a certain time of the day (e.g., “Hello,” “Good morning,” “Good afternoon,” “Good evening,” “Goodbye,” “Have a nice trip,” “See you tomorrow,” etc.).
Student can identify familiar words and phrases.
Student can understand some words in songs and rhymes.
Student can recognise shapes and categories.
Student can say hello and goodbye to his/her teachers and classmates.
Student can understand some words and phrases in songs and simple children’s poems.
Student can can understand a few familiar spoken words and phrases, e.g. the teacher’s instructions, a few words and phrases in a song or a rhyme, days of the week, colours or numbers…
Student can understand when his/her friends tell him/her how to play a game.
Student can greet and respond to a greeting.
Student can introduce oneself and other people.
Student can ask and answer questions about a person, family, and interests.
Student can ask someone if they have brothers or sisters. [
Student can understand simple, short instructions given by my teacher, e.g. Stand up, please!
Student can understand when somebody asks him/her for help using simple, short sentences, e.g. Can you help me, please?
Student can understand when someone tells me how he/she feels in simple, short sentences, e.g. Today I am fine.
Student can understand when somebody introduces his/her family or friends to me, e.g. This is my mother.
Student can understand when someone tells me how he/she feels in simple, short sentences, e.g. Today I am fine.
Student can understand when somebody asks me for help using simple, short sentences, e.g. Can you help me, please?
Student can understand when someone speaks about a free-time activity in simple, short sentences, e.g. I like to read.
Student can understand the words for colours and shapes.
Soft skills learning goals
Learning to listen other people’s opinions
Practicing to take care of one's own wellbeing and health
Practicing to use foreign language as a communication tool
Learning to build information on top of previously learned
Practicing to recognize and express feelings
Practicing memorizing skills
Using technology to express one’s emotions and experiences
Practicing versatile ways of working
Learning to face respectfully people and follow the good manners
Practicing to observe spoken and written language
Practicing persistent working
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