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<p>Although current evidence suggests that child-robot interaction (CRI) may reduce distress and increase positive affect in children, most studies rely on very small samples and interventions using free interaction or the robot as a distractor. This study examined changes in children’s emotional states following a 10-minute CRI, where the socially assistive humanoid robot NAO individually taught them the 4-7-8 breathing relaxation exercise through guided imitation. Participants were 88 Portuguese 7–10 years old children. They completed a visual analogue scale on emotions experienced before and after interacting with NAO. Compared to baseline, after the CRI, children reported increased surprise, delight, amazedness and astonishment, and decreased sadness, nervousness, annoyance, and worry. Similar changes were observed when combining discrete emotions into broader “positive” and “negative” emotional states. Findings suggest that a developmentally appropriate relaxation exercise taught by NAO may effectively improve emotional states in typically developing school-aged children, potentially through coping skills training.</p>

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Emotional effects of a brief child-robot interaction to teach school-aged children a relaxation exercise: an exploratory pre-post study

  • 期刊论文

  • 发表日期：

    2025年12月23日

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  • Catarina Leitão,
  • Ana Lopes,
  • Beatriz Ribeiro,
  • Urbano J. Nunes,
  • Carlos Carona

摘要

Although current evidence suggests that child-robot interaction (CRI) may reduce distress and increase positive affect in children, most studies rely on very small samples and interventions using free interaction or the robot as a distractor. This study examined changes in children’s emotional states following a 10-minute CRI, where the socially assistive humanoid robot NAO individually taught them the 4-7-8 breathing relaxation exercise through guided imitation. Participants were 88 Portuguese 7–10 years old children. They completed a visual analogue scale on emotions experienced before and after interacting with NAO. Compared to baseline, after the CRI, children reported increased surprise, delight, amazedness and astonishment, and decreased sadness, nervousness, annoyance, and worry. Similar changes were observed when combining discrete emotions into broader “positive” and “negative” emotional states. Findings suggest that a developmentally appropriate relaxation exercise taught by NAO may effectively improve emotional states in typically developing school-aged children, potentially through coping skills training.