Designing Robots to Support Parent-Child Connections: Opportunities Through Robot-Mediated Communication

The sense of family connectedness may support positive outcomes including individual well-being, resilience, and healthy family functioning. However, as technologies advance, they often replace human-human interactions instead of nurturing them. In this work, we investigate how robot-facilitated communication tools might instead create new opportunities for family connection. We conducted two studies with families with children aged 5-12. We first explored the design space through in-home technology probe sessions with six families. These probes inspired us to explore two key interaction design dimensions: the robot's behavior strategy (passive, reactive, proactive) and the mode of communication (synchronous, asynchronous). We then conducted a laboratory study with 20 families to examine how the two dimensions shaped parent-child interaction and connection. Our findings characterize how parents and children appropriated robot-mediated exchanges, the tensions they experienced around initiative, timing, and privacy, and the opportunities they envisioned for supporting everyday connectedness.

Supporting Family-School Partnerships with Robot-Facilitated Home-Based Activities

Family-school partnerships (FSP) are critical to children's development, yet families often face barriers such as time constraints, fragmented communication, and limited opportunities for meaningful engagement. As a step toward facilitating broader family-school partnerships, we explore a novel approach that integrates a social robot into family settings, specifically supporting home-based activities. Through interviews and co-design sessions, we designed and developed a robotic system informed by both parents and children, that supported, among other interactions, family communication about school topics. We evaluated the robot in a week-long, in-home study with 10 families. Our findings show how families integrated the robot into daily life, how parental facilitation styles shaped use, and how families perceived both the helpfulness and challenges of the robot. We contribute empirical insights, a modular system, and design implications for family- and child-robot interactions. We discuss ethical and privacy considerations, and broaden the design space for technologies supporting family-school partnerships.