Exploring Child-Robot Interaction in Individual and Group settings in India

TL;DR

The study investigates how one-to-one versus triad group settings affect child-robot interaction, learning gains, and relationship formation during a game-based hand hygiene activity with the HaKsh-E social robot in India. It employs a quantitative CRI design with 36 children, using ELAN for video analysis, the KindSAR interaction level index, and Straten scales, along with a pre/post hand hygiene assessment and a normalized learning gain $g = \frac{score_{post}-score_{pre}}{1-score_{pre}}$. Results show that group settings elevate interaction levels and verbal engagement, while individual settings yield larger learning gains; relationship measures remain positive across contexts. The findings inform scalable deployment of social robots in educational and community settings, suggesting context-specific strategies and highlighting the need for longitudinal and rural studies to assess retention and behavior change.

Abstract

This study evaluates the effectiveness of child-robot interactions with the HaKsh-E social robot in India, examining both individual and group interaction settings. The research centers on game-based interactions designed to teach hand hygiene to children aged 7-11. Utilizing video analysis, rubric assessments, and post-study questionnaires, the study gathered data from 36 participants. Findings indicate that children in both settings developed positive perceptions of the robot in terms of the robot's trustworthiness, closeness, and social support. The significant difference in the interaction level scores presented in the study suggests that group settings foster higher levels of interaction, potentially due to peer influence and collaborative dynamics. While both settings showed significant improvements in learning outcomes, the individual setting had more pronounced learning gains. This suggests that personal interactions with the robot might lead to deeper or more effective learning experiences. Consequently, this study concludes that individual interaction settings are more conducive for focused learning gains, while group settings enhance interaction and engagement.

Figures (6)

• Figure 1: Individual and Group Interaction Sessions
• Figure 2: Duration Boxplot
• Figure 3: Frequency Boxplot
• Figure 4: Learning Gain Boxplot
• Figure 5: Learning Gain % vs Pre-test Score % for Individual and Group