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Social robots are emerging as learning companions for children, and researchshows that they facilitate the development of interest and learning eventhrough brief interactions. However, little is known about how suchtechnologies might support these goals in authentic environments over long-termperiods of use and interaction. We designed a learning companion robot capableof supporting children reading popular-science books by expressing social andinformational commentaries. We deployed the robot in homes of 14 families withchildren aged 10-12 for four weeks during the summer. Our analysis revealedcritical factors that affected children's long-term engagement and adoption ofthe robot, including external factors such as vacations, family visits, andextracurricular activities; family/parental involvement; and children'sindividual interests. We present four in-depth cases that illustrate thesefactors and demonstrate their impact on children's reading experiences anddiscuss the implications of our findings for robot design.

Understanding Factors that Shape Children's Long Term Engagement with an In-Home Learning Companion Robot