PurposeThe purpose of this paper is to interrogate the relationship between self-reported levels of acute stress, perceived social support and interactions with robot animals in an academic library. The authors hypothesized that (1) participants would report lower stress and higher positive affect after their interaction with a robot support animal and (2) perceived supportiveness of the robot support animal would positively predict the amount of stress reduction the participants reported.Design/methodology/approachThe authors hosted a robot petting zoo in the main library at a mid-sized Midwestern university during finals week. Participants were asked to rate their stress level prior to interacting with the robot pets (T1) and then after their interaction they were asked about their current stress level and the perceived supportiveness of the robot animal (T2). Data were analyzed using paired samples t-tests for the pretest and post-test scores.FindingsThe results showed a significant decrease in acute stress between T1 to T2, as well as a significant increase in happiness and relaxation. Participants reported feeling less bored and less tired after their interactions with the robot support animals. The findings also reveal that the degree to which individuals experienced a reduction in stress was influenced by their perceptions of the robot animal's supportiveness. Libraries could consider using robot pet therapy.Originality/valueThis study reveals the benefit of robot support animals to reduce stress and increase happiness of those experiencing acute stress in a library setting. The authors also introduce the concept of socially supportive contact as a type of unidirectional social support.

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In the last decade, the academic library has been transformed into an environment which is heavily reliant on computers. At the same time, usage of academic computer applications elsewhere on campus has increased. This study was conducted to determine if there is a relationship between student use of a university library and student use of computers. Results of this study are reported, and implications for academic libraries in areas such as user education, information technology support and library/computer centre cooperation are discussed.