After the novelty effect wears off children need a new motivator to keep interacting with a social robot. Enabling children to build a relationship with the robot is the key for facilitating a sustainable long-term interaction. We designed a memory-based personalization strategy that safeguards the continuity between sessions and tailors the interaction to the child's needs and interests to foster the child-robot relationship. A longitudinal (five sessions in two months) user study (N = 46, 8–10 y.o) showed that the strategy kept children interested longer in the robot, fosters more closeness, elicits more positive social cues, and adds continuity between sessions.

Objectives: Children with cancer often experience sleep problems, which are associated with many negative physical and psychological health outcomes, as well as with a lower quality of life. Therefore, interventions are strongly required to improve sleep in this population. We evaluated interactive education with respect to sleep hygiene with a social robot at a pediatric oncology outpatient clinic regarding the feasibility, experiences, and preliminary effectiveness. Methods: Researchers approached children (8 to 12 years old) who were receiving anticancer treatment and who were visiting the outpatient clinic with their parents during the two-week study period. The researchers completed observation forms regarding feasibility, and parents completed the Children’s Sleep Hygiene Scale before and two weeks after the educational regimen. The experiences of children and parents were evaluated in semi-structured interviews. We analyzed open answers by labeling each answer with a topic reflecting the content and collapsed these topics into categories. We used descriptive statistics to describe the feasibility and experiences, and a dependent-samples t-test to evaluate the preliminary effectiveness. Results: Twenty-eight families participated (58% response rate) and all interactions with the robot were completed. The children and parents reported that they learned something new (75% and 50%, respectively), that they wanted to learn from the robot more often (83% and 75%, respectively), and that they applied the sleeping tips from the robot afterwards at home (54%). Regarding the preliminary effectiveness, children showed a statistically significant improvement in their sleep hygiene (p = 0.047, d = 0.39). Conclusions: Providing an educational regimen on sleep hygiene in a novel, interactive way by using a social robot at the outpatient clinic seemed feasible, and the children and parents mostly exhibited positive reactions. We found preliminary evidence that the sleep hygiene of children with cancer improved.

Selecting the suitable form of a robot, i.e. physical or virtual, for a task is not straightforward. The choice for a physical robot is not self-evident when the task is not physical but entirely social in nature. Results from previous studies comparing robots with different body types are found to be inconclusive. We performed a user study to provide a more sound comparison between a virtual and physical robot operating in a social setting. Besides body type, we manipulated the sociability of the robot. Our results show that 1) user preferences indicate that robot sociability is more important than body type for selecting a robot in a non-physical social setting, and 2) the user's attitude towards robots is an important moderating factor influencing robot preference.

Children are eager to anthropomorphize (ascribe human attributes to) social robots. As a consequence they expect a more unconstrained, substantive and useful interaction with the robot than is possible with the current state-of-the art. In this paper we reflect on several of our user studies and investigate the form and role of expectations in child-robot interaction. We have found that the effectiveness of the social assistance of the robot is negatively influenced by misaligned expectations. We propose three strategies that have to be worked out for the management of expectations in child-robot interaction: 1) be aware of and analyze children's expectations, 2) educate children, and 3) acknowledge robots are (perceived as) a new kind of `living' entity besides humans and animals that we need to make responsible for managing expectations.