Can't Go to School? Send a Robot Instead!

Many decades ago when I worked in a Japanese school, I was introduced to the hikikomori phenomenon. The term appears to have originated in a translation of the DSM-III manual's "social withdrawal", but its exact meaning has evolved over time. A person suffering hikikomori syndrome in Japan will often withdraw into one room, never leaving it except when absolutely necessary. The problem exists at all ages, but is particularly notable for school aged children.

Juken Jigoku - Exam Hell

The Japanese educational system has long had a reputation for being highly competitive. Compulsory education is only guaranteed through the 9th grade. In order to enter high school, students must successfully navigate an admissions process which usually includes an entrance exam. Japanese parents, typically mothers, will sign their children up for cram schools which they will attend until late in the night, studying for entrance exams. While the population decline has meant competition has eased up somewhat from the peak, the stress level for children is still extreme.

弱肉強食　Blackboard Jungle

Most Japanese schools do not segregate students on the basis of ability or aptitude. This is a long standing policy designed to socialize students to interact with all elements of society. While noble in ideal, it often has the side effect of putting bullies in class with likely victims. Bullying, or "ijime" in Japanese, has been a long-standing issue in Japanese schools, drawing attention both domestically and internationally. It manifests in various forms, including physical violence, verbal abuse, exclusion, and cyberbullying. Despite efforts to combat bullying, it remains a persistent problem in Japanese education.

One of the contributing factors to bullying in Japanese schools is the hierarchical structure deeply ingrained in Japanese society. This hierarchy is reflected in the traditional Japanese concept of "senpai" (senior) and "kohai" (junior) relationships, where seniors often exert authority and control over juniors. This power dynamic can be exploited for bullying, with seniors targeting their juniors.

Cyberbullying has also become increasingly prevalent, fueled by the widespread use of smartphones and social media among Japanese youth. The anonymity provided by online platforms has made it easier for bullies to harass their victims without fear of consequences.

The consequences of bullying can be severe, including psychological trauma, depression, and, tragically, suicide. The phenomenon of "ijime-related suicides" has been a significant concern in Japan, prompting public outcry and demands for stricter anti-bullying measures.

Domo Arigato, Mr. Roboto

In response to the issue, the Japanese government has implemented anti-bullying policies and guidelines for schools. These measures include mandatory reporting of bullying incidents, counseling services for victims, and awareness campaigns. However, there is still debate about the effectiveness of these initiatives and their ability to address the root causes of bullying.

Recently, in Kumamoto, on the island of Kyushu in Southwest Japan, a new initiative has been started to help address the problem. Robots with microphones and display screens are allowing students to participate in class without leaving home. The robotic devices will additionally exhibit facial expressions, like smiling, blinking, and frowning, in order to communicate the emotional states of the students participating remotely.

The robotic devices are referred to as "OriHime-D" and have been created by OryLab, a firm based in Tokyo. The robots' heads, arms, and upper bodies may be moved by using a smartphone or tablet to control them.

The primary objective of this project is to tackle the escalating rates of truancy in Japan, which can be attributed to a range of factors including bullying and the impact of the COVID-19 pandemic. Based on data provided by the Ministry of Education, Culture, Sports, Science and Technology, it was observed that during the 2020 academic year, there was a significant increase of 12.8 percent in the count of elementary and junior high school students who were absent for more than 30 days. The total number of such students amounted to 164,528, as compared to the preceding year. The pilot program plans to implement 27 robots in six elementary and junior high schools.

According to the data, a total of 2,760 children belonging to the primary and junior high school age group in the city did not participate in educational activities during the 2022 academic year. This marks the fourth consecutive year of increase in absenteeism, as compared to the initial count of 1,283 absent pupils in 2018.

In January, educational institutions in Kumamoto implemented the utilization of teaching assistants to facilitate the live streaming of classes, hence facilitating the participation of students who were unable to physically attend. This initiative was met with positive reception from the students. According to the comments received, one individual reported that the implementation of the virtual classroom environment positively influenced their self-esteem, whereas another individual expressed a reduction in anxiety associated with engaging in communication with both teachers and peers. In addition to providing pupils with the ability to observe classes, the robots also facilitate unrestricted movement inside the classroom environment and enable communication with fellow classmates. This intervention has the potential to reduce the psychological barriers faced by students who are frequently absent from school.

Kumamoto is not the only location hoping to address an increase in truancy. According to the education ministry, a significant number of primary and junior high school students in Japan, totaling 244,940, demonstrated a prolonged absence from school for a period of 30 days or more within the 12-month period ending in March 2022. The primary factor identified by the ministry was the onset of mental and physical health issues resulting from the pandemic.

The use of robotic avatars to help students transition back to in classroom education is a tool with great potential. Of course, there are always risks as well. Children may never be able to transition from the robot avatar to attending school in person themselves. And many of the fundamental problems which cause the students to stop attending school in the first place, such as stress and fear of bullying, are still unresolved. But if it is a choice between going to school as a robot or not going to school at all, it is clear which is preferable.