Examining the Impact of Assistive Technology on Psychological Health, Family Education, and Curriculum Research in Japan: Insights from Artificial Intelligence.
An AI chat app taught Japanese families mental-health skills better than paper handouts.
01Research in Context
What this study did
Guo (2024) built an AI-agent smartphone app that teaches Japanese families about mental health. The app chats like a person and gives short lessons each week.
Researchers randomly split middle-school families into two groups. One group used the AI app for family lessons. The other group got Japan’s usual paper handouts.
What they found
Kids whose families used the AI app scored better on eight mind-health areas. These include mood, stress, and family talk.
The app group out-gained the paper group in every area measured. The study calls the gains ‘significant.’
How this fits with other research
Tsami et al. (2023) also used phones to train Asian caregivers, but with live Zoom coaching. Both studies show remote help works across cultures.
Salomone et al. (2022) ran caregiver classes in Italian clinics and saw high acceptability. Yanqi’s AI app gives the same kind of training without needing a live teacher.
Aller et al. (2023) only sketched a mental-health curriculum on paper. Yanqi moved past sketches and proved an app can teach the lessons for real.
Why it matters
You now have proof that an AI chat app can beat standard handouts for Japanese families. If you serve tech-ready caregivers, try swapping one live session for an app-based lesson. Track mood or stress ratings before and after to see if the tool travels outside Japan.
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02At a glance
03Original abstract
This study aims to analyze the effect of psychological health based on artificial intelligence agent technology on the implementation effect of Japanese family education. By combining mobile agent technology and education thought, the system structure and working mechanism of the education support system of agents are studied to build personalized support for the family education system based on mobile agents. A total of 320 Japanese middle school students were randomly divided into an experimental group and a control group, with 160 cases in each group. The control group received traditional family health education, while the experimental group received mental health education based on the Agent Technology family education system. The basic information and mental health scores of the two groups of students were compared. The results showed that there were no remarkable differences in the number of male and female cases, weight, height, average age, grade, home address, or family situation between groups (p > 0.05). The psychological health level of the experimental group was considerably superior to that of the control group regarding obsessional symptoms, interpersonal tension and sensitivity, depression, anxiety, learning pressure, maladaptation, emotional imbalance, and psychological imbalance (p < 0.05). In summary, compared with traditional family education, family education of the mental health education system based on agent technology can better improve the level of middle school students' mental health, which can improve student forced symptoms, interpersonal tension and sensitivity, depression, anxiety, learning pressure, maladjustment, emotional imbalance, psychological imbalance, and many other psychological states. Furthermore, personalized support for family education systems based on mobile agents has the advantages of autonomy, responsiveness, initiative, and mobility, which provides a new idea for family education.
Journal of autism and developmental disorders, 2024 · doi:10.3389/ijph.2021.1603988