The development of literacy and reading proficiency is a build-ing block of lifelong learning that must be supported bothin the classroom and at home. While the promise of inter-active learning technologies has widely been demonstrated,little is known about how an interactive robot might play arole in this development. We used eight design features basedon recommendations from interest-development and human-robot-interaction literatures to design an in-home learningcompanion robot for children aged 11–12. The robot wasused as a technology probe to explore families’ (N=8) habitsand views about reading, how a reading technology might beused, and how children perceived reading with the robot. Ourresults indicate reading with the learning companion to be away to socially engage with reading, which may promote thedevelopment of reading interest and ability. We discuss designand research implications based on our findings.
Joseph E Michaelis, Bilge Mutlu