本研究旨在探討社交機器人輔助情緒繪本教學對幼兒情緒能力的影響，研究採用準實驗設計法，以屏東市某所私立幼兒園的二個大班共38位幼兒為研究對象，實驗組有20位幼兒，運用機器人Zenbo輔助教師進行情緒繪本的教學，對照組有18位幼兒，未採用機器人輔助情緒繪本教學，兩組皆由研究者之一擔任教學者，使用八本情緒繪本作為教學內容設計課程活動，進行為期八週、共計八次的教學，本研究採用「幼兒情緒能力發展量表（教師版）」作為研究工具來進行前、後測。研究結果肯定繪本教學對幼兒情緒能力的影響，主要結果如下：（1）與控制組相較，社交機器人輔助情緒繪本教學能顯著提升幼兒情緒察覺與辨識能力；（2）與控制組相較，社交機器人輔助情緒繪本教學能顯著提升幼兒情緒理解能力；（3）與控制組相較，社交機器人輔助情緒繪本教學對幼兒情緒調解與表達能力並無顯著影響。

The purpose of this study was to explore the effects of using social robot as a teacher's assistant for emotional picture books teaching on children's emotional abilities. The participants are 38 children, 5 to 6 years of age in a private preschool in Ping-Tung City. A quasi-experimental method was adopted in this study. Two classrooms of participants were divided into 2 groups: experimental group, including 20 children, who received emotional programs with Zenbo, and control group, including 18 children, who received emotional programs without Zenbo. There are the same eight emotional picture books used in teaching activities for eight weeks, and the teacher is one of the researchers. The 2 groups were administrated pre- and post-tests, which included the “Children Emotional Development Scale (Teacher's Edition)”. The results of the study are listed as follows: (1) experimental group was significantly better than the control group in emotional awareness and recognition. (2) experimental group was significantly better than the control group in emotional understanding. (3) But there was no statistic significant in emotional regulation and emotional expression between two groups. Suggestions for social robots using in preschool were provided for future studies.