Building up child-robot relationship for therapeutic purposes: From initial attraction towards long-term social engagement

Abstract

This work explores the dynamics of the emergence of the social bonds with robots. A field study with 49 sixth grade scholars (aged 11-12 years) and 4 different robots was carried out at an elementary school. A subsequent laboratory experiment with 4 of the participants was completed. For the first experience, at school children's preferences, expectancies on functionality and communication, and interaction behavior were studied. Using the data collected in the laboratory, recognition, the selection of partner, and dyadic interaction were explored. Both at school and in the lab, data from videotaped direct observation, questionnaires and interviews were gathered. The results showed that different appearance and performance of robots elicit in children distinctive perceptions and interactive behavior, and affect social processes, such as role attribution and attachment. This work presents a preliminary field study to explore the introduction of robot-based programs to improve the quality of life of hospitalized children.

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