Social robots can be used in education as tutors or peer learners. They have been shown to be effective at increasing cognitive and affective outcomes and have achieved outcomes similar to those of human tutoring on restricted tasks. This is largely because of their physical presence, which traditional learning technologies lack. We review the potential of social robots in education, discuss the technical challenges, and consider how the robot's appearance and behavior affect learning outcomes.

The benefit of social robots to support child learning in an educational context over an extended period of time is evaluated. Specifically, the effect of personalisation and adaptation of robot social behaviour is assessed. Two autonomous robots were embedded within two matched classrooms of a primary school for a continuous two week period without experimenter supervision to act as learning companions for the children for familiar and novel subjects. Results suggest that while children in both personalised and non-personalised conditions learned, there was increased child learning of a novel subject exhibited when interacting with a robot that personalised its behaviours, with indications that this benefit extended to other class-based performance. Additional evidence was obtained suggesting that there is increased acceptance of the personalised robot peer over a non-personalised version. These results provide the first evidence in support of peer-robot behavioural personalisation having a positive influence on learning when embedded in a learning environment for an extended period of time.

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Abstract-An increasing amount of research is being conducted to determine how a robot tutor should behave socially in educational interactions with children. Both human-human and humanrobot interaction literature predicts an increase in learning with increased social availability of a tutor, where social availability has verbal and nonverbal components. Prior work has shown that greater availability in the nonverbal behaviour of a robot tutor has a positive impact on child learning. This paper presents a study with 67 children to explore how social aspects of a tutor robot's speech influences their perception of the robot and their language learning in an interaction. Children perceive the difference in social behaviour between 'low' and 'high' verbal availability conditions, and improve significantly between a preand a post-test in both conditions. A longer-term retention test taken the following week showed that the children had retained almost all of the information they had learnt. However, learning was not affected by which of the robot behaviours they had been exposed to. It is suggested that in this short-term interaction context, additional effort in developing social aspects of a robot's verbal behaviour may not return the desired positive impact on learning gains.

Abstract-Human-Robot Interaction (HRI) research requires the integration and cooperation of multiple disciplines, technical and social, in order to make progress. In many cases using different motivations, each of these disciplines bring with them different assumptions and methodologies. We assess recent trends in the field of HRI by examining publications in the HRI conference over the past three years (over 100 full papers), and characterise them according to 14 categories. We focus primarily on aspects of methodology. From this, a series of practical recommendations based on rigorous guidelines from other research fields that have not yet become common practice in HRI are proposed. Furthermore, we explore the primary implications of the observed recent trends for the field more generally, in terms of both methodology and research directions. We propose that the interdisciplinary nature of HRI must be maintained, but that a common methodological approach provides a much needed frame of reference to facilitate rigorous future progress.