As social robots become increasingly integrated into everyday life, understanding the factors that influence users’ long-term continuance intention is essential. This study investigates how various features of MOCCA, a social robot equipped with episodic memory, affect users’ continuance usage intention through perceived trust and parasocial interaction, within the framework of the Stimulus–Organism–Response (SOR) theory. A structural model incorporating key perceived features (intimacy, morality, dependency, and information privacy risk) was tested with survey data from 285 MOCCA users and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that intimacy and morality positively influence both trust and parasocial interaction, while information privacy risk exerts a negative effect. Dependency significantly reduces parasocial interaction but does not significantly impact trust. These findings highlight the importance of balancing human-like qualities, ethical responsibility, perceived autonomy, and privacy protection in social robot design to foster trust, enhance user engagement, and support long-term adoption. This study provides theoretical, managerial, and practical insights into the field of human–robot interaction (HRI) and contributes to the broader acceptance of social robots in everyday life.

Robotic eye-gaze-based cueing has been studied and proved to be effective, in controlled environments, in achieving social functions as humans gaze. However, its dynamic adaptability in various real interactions has not been explored in-depth. This paper addresses a case where a simplistic robotic gaze fails to achieve effective social cueing in human–robot communication, primarily due to in-attentional blindness (IB), and presents a method that enables the robot to deliver gaze-based social signals adequately. To understand the implications of IB and figure out ways to overcome any limitations from IB, which frequently arise in task-oriented situations, we designed a set of 1-on-1 communication experiments consisting of a robotic tutor and human learners participating in multiple-choice quiz sessions (task-oriented situation). Here, multimedia contents were utilized alongside the robot as visual stimuli competing for the human’s attention. We hypothesized that quiz scores would increase when humans successfully recognize the robot’s gaze-based cue signals hinting answers. We compared the impacts of two different cueing methods: oblique cueing (OC), where cues were straightforwardly provided regardless of whether participants were potentially experiencing IB or not, and leading cueing (LC), where cueing procedures were led through achieving eye contact and securing the participants’ attention before signaling the cue. By comparing participants’ test scores achieved by the control group with no cueing (NC) and two experimental groups of OC and LC, respectively, we found that there was a significant increase in test scores only when the LC method was utilized. This experiment illustrates the importance of proactively guiding a user’s attention through sophisticated interaction design in effectively attaining a user’s attention and successfully delivering cues. In future studies, we aim to evaluate different methods by which a social robot can intentionally shift a human’s attention, such as incorporating stimuli from various multi-modal human communication channels.

This paper presents a robot-mediated learning environment for children, exploring the possibility of motivating children to focus on a socially appropriate, but unappealing task. To examine the effect quantitatively, we incorporated the task of cleaning up toy blocks. Performance was measured by the number of blocks children cleaned up. We compared results in three different cases: without the robot, with the robot programmed to take children's perspective in a moderate way, and with the robot programmed to take children's perspective in a strong or repeated way. The findings were very interesting. Perspective taking in both cases increased children's intimacy with the robot and enhanced cleaning performance. However, we found that strong stimuli generated a lower level of intimacy but a higher cleaning performance than moderate stimuli. On the basis of these findings, we propose potential applications of robot-mediated learning for young children.