This paper reviews the literature related to the use of psychophysiology measures in human-robot interaction (HRI) studies in an effort to address the fundamental question of appropriate metrics and methodologies for evaluating HRI research, especially affect. It identifies four main methods of evaluation in HRI studies: (1) self-report measures, (2) behavioral measures, (3) psychophysiology measures, and (4) task performance. However, the paper also shows that using only one of these measures for evaluation is insufficient to provide a complete evaluation and interpretation of the interactions between a robot and the human with which it is interacting. In addition, the paper describes exemplar HRI studies which use psychophysiological measures; these implementations fall into three categories: detection and/or identification of specific emotions of participants from physiological signals, evaluation of participants' responses to a robot through physiological signals, and development and implementation of real-time control and modification of robot behaviors using physiological signals. Two open research questions on psychophysiological metrics were identified as a result of this review.

This article provides an overview on planning, designing, and executing human studies for Human-Robot Interaction (HRI) that leads to ten recommendations for experimental design and study execution. Two improvements are described, using insights from the psychology and social science disciplines. First is to use large sample sizes to better represent the populations being investigated to have a higher probability of obtaining statistically significant results. Second is the application of three or more methods of evaluation to have reliable and accurate results, and convergent validity. Five primary methods of evaluation exist: selfassessments, behavioral observations, psychophysiological measures, interviews, and task performance metrics. The article describes specific tools and procedures for operationalizing these improvements, as well as suggestions for recruiting participants. A recent large-scale, complex, controlled human study in HRI using 128 participants and four methods of evaluation is presented to illustrate planning, design, and execution choices.

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Despite numerous studies on the topic of bullying, there remains a dearth of information on how parents respond to bullying and the extent to which they are aware of their child's bullying experiences. Using qualitative data from 54 parents in a southeastern state, we explore advice that parents give their children about how to respond when their child is a bullying victim and a bystander in a bullying incident and how fearful parents are of their child being a victim of bullying and reasons behind their fear. Findings demonstrate that parental messages about responding to bullying victimization and intervening on behalf of other bully victims generally mirror those provided by schools as part of their bullying prevention efforts. However, misunderstandings about bullying and bullying responses among parents limit the effectiveness of the strategies they suggest for their children. Implications for bullying prevention programs and research are also discussed.