Exploring design features of robot reading companions for children with reading difficulties

<p dir="ltr">A growing area of research is how social robots can be used as learning companions to promote literacy and reading engagement for children (Rohlfing, et al., 2022). In previous studies, children report positive experiences when reading to a robot (Caruana, et al., 2023; Michaelis & Mutlu, 2018). However, children have been presented with a limited variety of robots, restricting their exposure to a wider range of robotic features. Furthermore, addressing the wants and needs of children with reading difficulties is an area needing to be examined. This thesis addresses both gaps to determine what features are most important in a robot reading companion through exploratory research.</p><p dir="ltr">Chapter 1 provides a comprehensive literature review of social robots in education and how they may support children with reading difficulties. In two studies, Chapter 2 explores the perspectives of both typical reading children (Study 1) and children with reading difficulties (Study 2) about robot reading companions. Study 1 was a qualitative study with children (<i>N</i> = 31, 17 female) between the ages of 5-9 (<i>M</i>_<em>Age</em> = 7.03 years, <i>SD</i> = 1.37) that involved in-depth interviews and a reflective thematic analysis. Study 2 was a mixed-methods case series that included five children (<i>N</i> = 5, 3 female) aged 7-10 (<i>M</i>_<em>Age</em> = 8.4, <i>SD</i> = 1.14) experiencing reading difficulties. Consistent with previous studies, the physical form and functional capabilities of a social robot strongly influence their likelihood of being approachable and accepted by children. Findings from this study showed that children wanted their robot to be brightly coloured, appear cute and friendly, and not of an imposing size. They also wanted their robot to provide socioemotional support by being kind and encouraging as well as engage in play, have shared interests and be entertaining. They also wanted their robot to be knowledgeable, by having access to lots of information and assist with other schoolwork aside from reading. Similar previous findings (Caruana, et al., 2023), some of the children in Study 2 changed their initial preferred robot when presented with the functional capabilities and contexts to other robots.</p>