纽约一所学校原计划在高中课堂试验名为"Sally"的人形机器人担任教学助手，但该项目已因学生隐私和数据存储追踪问题被暂停 1。Sally是一个配有硅胶皮肤和棕色长发的机器人，能够移动手臂、头部和面部 1，被编程为课堂教学助手和聊天机器人，还可以24小时以数字头像的形式在线使用 1。
虽然机器人教学面临挑战，但相关研究表明其在教育中仍有应用潜力。2026年的一项元分析涵盖146项研究，发现当教师在场时，社交机器人能够改善学习成果 1。不过，研究也指出机器人作为教师替代品存在局限，无法处理课堂内容的复杂性和突发的学生行为问题 1。与此同时，南澳大利亚和新南威尔士州已经为学生和教师引入生成式AI工具 1。
A New York school district halted its pilot program introducing a humanoid robot named Sally into high school classrooms due to concerns about student privacy and data tracking.1 Sally, equipped with realistic silicone skin, brown long hair, and the ability to move its arms, head, and face, was designed to function as a classroom teaching assistant and chatbot available 24/7 as a digital avatar online.1
The decision to suspend the project reflects growing questions about deploying social robots in educational settings. Research from a 2026 meta-analysis of 146 studies found that social robots can improve learning outcomes when teachers are present in the classroom.1 However, the same body of research indicates that robots cannot serve as teacher replacements, as they lack the capacity to handle complex classroom content and respond to unexpected student behavior.1
The Sally initiative emerged amid broader efforts to integrate artificial intelligence into schools, with South Australia and New South Wales already introducing generative AI tools for students and educators.1 The New York case demonstrates that while educational institutions explore technological solutions to enhance learning, safeguarding student information remains a critical consideration in determining whether and how such innovations proceed.
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