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.
