A Trustworthy Robot Buddy for Primary School Children

Social robots hold potential for supporting children’s well-being in classrooms. However, it is unclear which robot features add to a trustworthy relationship between child and whether social are just as able reduce stress traditional interventions, such listening classical music. We set up two experiments wherein children interacted with real-life school environment. Our main results show that regardless of the robotic tested (intonation, male/female voice, humor) most tend trust during their first interaction. Adding humor robots’ dialogue seems have negative impact on trust, especially girls without prior experience robots. In comparing music session interaction, we found no significant differences. Both interventions were lower levels children, however, not significantly. build interactions levels. Considering these results, believe provide new tool make feelings explicit, thereby enabling share experiences (such bullying) would otherwise stay unnoticed.