"It's Not a Replacement:" Enabling Parent-Robot Collaboration to Support In-Home Learning Experiences of Young Children
Open accessAbstract
Learning companion robots for young children are increasingly adopted in informal learning environments. Although parents play a pivotal role in their children’s learning, very little is known about how parents prefer to incorporate robots into their children’s learning activities. We developed prototype capabilities for a learning companion robot to deliver educational prompts and responses to parent-child pairs during reading sessions and conducted in-home user studies involving 10 families with children aged 3–5. Our data indicates that parents want to work with robots as collaborators to augment parental activities to foster children’s learning, introducing the notion of parent-robot collaboration. Our findings offer an empirical understanding of the needs and challenges of parent-child interaction in informal learning scenarios and design opportunities for integrating a companion robot into these interactions. We offer insights into how robots might be designed to facilitate parent-robot collaboration, including parenting policies, collaboration patterns, and interaction paradigms.
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Parents' involvement in their children's education is often constrained by practical challenges related to parents' skills, time, and energy.
“However, parents' involvement in their children's education is often constrained by practical challenges related to parents' skills , time , and energy .”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [33]
The Hoover-Dempsey and Sandler (HDS) framework and the CAM framework both highlight that parents' perceived skills and knowledge (capability), time (availability), and motivation (energy) influence the extent of their engagement.
“The Hoover-Dempsey and Sandler (HDS) framework [23] and the CAM framework [33] both highlight these factors- parents' perceived skills and knowledge (capability), time (availability), and motivation (energy)-influence the extent of their engagement.”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [33]
The CAM framework suggests parents delegate tasks to a robot when they feel less capable, have limited time, or are unmotivated.
“The CAM framework similarly suggests parents delegate tasks to a robot when they feel less capable, have limited time, or are unmotivated.”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [33]
Parental supervision is needed to ensure alignment of AI and robots with parents' educational goals.
“emphasizing the need for parental supervision to ensure alignment of AI and robots with parents' educational goals [28, 33].”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [33]
The SET kit helps parents reflect on their experiences in supporting their children's learning.
“The SET kit, with its name representing the key factors of S kill, E nergy, and T ime [23, 33], helps parents reflect on their experiences in supporting their children's learning.”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [33]
Many parents face challenges including limited capability, availability, and motivation, which hinder effective participation in their children's learning.
“However, despite parents' desire to participate in their children's learning, many of them face challenges, including limited capability, availability, and motivation [23, 29, 33], which hinder effective participation.”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [33]
Parents envisioned robots as their collaborators to support their children's learning at home, and their collaboration patterns can be determined by the parents' capability, availability, and motivation.
“Beyond educational support, Ho et al. [33] uncovered that parents envisioned robots as their collaborators to support their children's learning at home and that their collaboration patterns can be determined by the parents' capability, availability, and motivation.”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [33]
Many parents expressed an interest in leveraging AI-generated content but also voiced concerns.
“In addition, many parents expressed an interest in leveraging content generated by AI but also voiced concerns, consistent with prior studies on parental control over media content [33, 80] and preferences for creating their own learning materials using AI [28].”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [33]
Worries about misinformation, appropriateness, and privacy for teenagers were highlighted by Yu et al. and Ho et al.
“Yu et al. [81] and Ho et al. [33] also highlighted worries about misinformation, appropriateness, and privacy for teenagers.”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [33]
These results exemplify prior parental involvement frameworks.
“These results exemplify prior parental involvement frameworks [23, 33]”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [33]
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- Authors
- Ho, H.-R., Hubbard, E. M., & Mutlu, B.
- Affiliations
- University of Wisconsin–Madison (US)
- Venue
- Proceedings of the CHI Conference on Human Factors in Computing Systems
- Publisher
- ACM
- Published
- 2024-05-11
- Pages
- 1-18
- OpenAlex
- W4393117285
- Cited by
- 24
- References
- 44
- Citations by year
- 2026: 11 · 2025: 10 · 2024: 3
- FWCI
- 16.12
- Type
- conference paper
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- CHI Conference on Human Factors in Computing Systems (publishedVersion, cc-by)
- arXiv (Cornell University) (submittedVersion, cc-by)
- arXiv (Cornell University) (cc-by)
- Funders
- National Science Foundation (2202803)
- Topics
- Social Sciences › Psychology › Social Psychology › Social Robot Interaction and HRI
- Physical Sciences › Computer Science › Artificial Intelligence › Educational Robotics and Engineering
- Social Sciences › Education › Child Development and Digital Technology
- Keywords
- young children, informal learning, parent-child interaction, reading sessions, robot design, collaboration patterns, interaction paradigms, parenting policy
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