To explore social bonds’ emergence with robots, a field study
with 49 sixth grade scholars (aged 11-12 years) and 4 different
robots was carried out at an elementary school. A subsequent
laboratory experiment with 4 of the participants was completed in
order to explore social engagement. At school, children’s
preferences, expectations on functionality and communication,
and interaction behavior were studied. In the lab, recognition,
partner’s selection, and dyadic interaction were explored. Both at
school and in the lab, data from videotaped direct observation,
questionnaires and interviews were gathered. The results showed
that different robots’ appearance and performance elicit in
children distinctive perceptions and interactive behavior and
affect social processes (e. g., role attribution and attachment). The
preliminary results will help in the design of robot-based
programs for hospitalized children to improve quality of life1