This paper describes an extended (6-session) interaction between an ethnically and geographically diverse group of 26 first-grade children and the DragonBot robot in the context of learning about healthy food choices. We find that children demonstrate a high level of enjoyment when interacting with the robot, and a statistically significant increase in engagement with the system over the duration of the interaction. We also find evidence of relationship-building between the child and robot, and encouraging trends towards child learning. These results are promising for the use of socially assistive robotic technologies for long-term one-on-one educational interventions for younger children.

Abstract-We present a study with an autonomous Socially Assistive Robot (SAR) coach that investigates the effect of comparative feedback given by a SAR on the self-efficacy of individuals post-stroke in a seated reaching task. We compare two types of feedback, self-comparative and othercomparative, against a control of no comparative feedback, with 23 participants post-stroke. We find that participants receiving other-comparative feedback have significantly more delay time on the task than participants receiving self or no comparative feedback. In addition, we demonstrate that participants show task performance improvement over time, and provide responses to self-efficacy probes that vary along several dimensions.

No abstract

No abstract