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A key challenge in developing engaging social robots is creating convincing,autonomous and responsive agents, which users perceive, and treat, as socialbeings. As a part of the collaborative project: Expressive Agents for SymbioticEducation and Learning (EASEL), this study examines the impact of autonomousresponse to children's speech, by the humanoid robot Zeno, on theirinteractions with it as a social entity. Results indicate that robot autonomyand adult assistance during HRI can substantially influence children'sbehaviour during interaction and their affect after. Children working with afully-autonomous, responsive robot demonstrated greater physical activityfollowing robot instruction than those working with a less responsive robot,which required adult assistance to interact with. During dialogue with therobot, children working with the fully-autonomous robot also looked towards therobot in anticipation of its vocalisations on more occasions. In contrast, aless responsive robot, requiring adult assistance to interact with, led togreater self-report positive affect and more occasions of children looking tothe robot in response to its vocalisations. We discuss the broader implicationsof these findings in terms of anthropomorphism of social robots and in relationto the overall project strategy to further the understanding of howinteractions with social robots could lead to task-appropriate symbioticrelationships.

Impact of robot responsiveness and adult involvement on children's social behaviours in human-robot interaction