In-home socially assistive robots (SARs) can provide daily assistance to support neurodivergent young adults, enabling increased independence and autonomy. My research investigates how robots can facilitate body doubling, a common practice among individuals with ADHD that involves having another person present to make it easier to start and complete tasks. This doctoral work leverages a modular, low-cost robot platform to design and validate an in-home body double robot. We first conducted a three-week in-home user study to validate that college students with ADHD find robot body doubles useful and to gather initial feedback on the robot’s design and functionality. We then conducted a follow-up study in an on-campus learning center to understand how users sought to personalize the robot’s behavior during body doubling schoolwork sessions. This work represents an initial step towards personalized SAR study companions to support executive functioning among students with ADHD.

Both haptic signals and simple, non-anthropomorphic robots can convey complex emotions and enhance remote communication. In this study, we integrated a zoomorphic socially expressive Blossom robot and a haptic sleeve to create a novel multimodal telepresence platform for remote social interaction. Through a within-subject user study with 16 participants, we explored the individual and combined effects of socially expressive robots and mediated social touch on affective communication and social presence during a semi-collaborative LEGO assembly task. Across all participants, the robot and wearable device significantly impacted how participants perceived expressions of gratitude, calming, attention-grabbing, and sadness, evaluated through self-reported valence and arousal. The robot and wearable device in our setting did not show a significant effect on social presence. The observations from this exploratory study can inform the design of multimodal telepresence systems and interactions using non-anthropomorphic robots and mediated touch.

As the global population ages, there is increasing need for accessible technologies that promote cognitive health and detect early signs of cognitive decline. This research demonstrates the potential for in-residence monitoring and assessment of cognitive health using large language model (LLM)-powered socially assistive robots (SARs). We conducted a 5-week within-subjects study involving 22 older adults in retirement homes to investigate the feasibility of large language model (LLM)-powered socially assistive robots (SARs) for promoting and assessing cognitive health. We designed tasks that involved verbal dialogue based on clinically validated cognitive tools. Our findings reveal improved task performance after three robot-administered sessions, with significantly more detailed picture descriptions, fewer word repetitions in semantic fluency, and reduced need for hints. We found that older adults were more socially engaged in robot-administered tasks compared to those administered by a human, and they accepted and were willing to engage with socially assistive robots (SARs) in this context, which had not been tested before.

As artificial intelligence (AI) is playing an increasingly important role in our society and global economy, AI education and literacy have become necessary components in college and K-12 education to prepare students for an AI-powered society. However, current AI curricula have not yet been made accessible and engaging enough for students and schools from all socio-economic backgrounds with different educational goals. In this work, we developed an open-source learning module for college and high school students, which allows students to build their own robot companion from the ground up. This open platform can be used to provide hands-on experience and introductory knowledge about various aspects of AI, including robotics, machine learning (ML), software engineering, and mechanical engineering. Because of the social and personal nature of a socially assistive robot companion, this module also puts a special emphasis on human-centered AI, enabling students to develop a better understanding of human-AI interaction and AI ethics through hands-on learning activities. With open-source documentation, assembling manuals and affordable materials, students from different socio-economic backgrounds can personalize their learning experience based on their individual educational goals. To evaluate the student-perceived quality of our module, we conducted a usability testing workshop with 15 college students recruited from a minority-serving institution. Our results indicate that our AI module is effective, easy-to-follow, and engaging, and it increases student interest in studying AI/ML and robotics in the future. We hope that this work will contribute toward accessible and engaging AI education in human-AI interaction for college and high school students.

College students with ADHD respond positively to simple socially assistive robots (SARs) that monitor attention and provide non-verbal feedback, but studies have been done only in brief in-lab sessions. We present an initial design and evaluation of an in-dorm SAR study companion for college students with ADHD. This work represents the introductory stages of an ongoing user-centered, participatory design process. In a three-week within-subjects user study, university students (N=11) with self-reported symptoms of adult ADHD had a SAR study companion in their dorm room for two weeks and a computer-based system for one week. Toward developing SARs for long-term, in-dorm use, we focus on 1) evaluating the usability and desire for SAR study companions by college students with ADHD, and 2) collecting participant feedback about the SAR design and functionality. Participants responded positively to the robot; after one week of regular use, 91% (10 of 11) chose to continue using the robot voluntarily in the second week.

From RViz to augmented reality (AR), a wide variety of robot signal visualizations exist for conveying robot capabilities. Many of the visualizations designed for AR, however, have not isolated multiple salient Virtual Design Elements (VDEs) for a given signal and comparatively evaluated combinations of those VDEs. To address this, we identify multiple VDEs for AR signaling of the following core robot capabilities: navigation, light detection and ranging (LiDAR), camera, face detection, audio localization, and natural language processing. We evaluated each signal's VDE combinations with an Amazon Mechanical Turk study (n=150) where participants watched 4 videos for each signal (consisting of 2 independent VDE choices) and rated the clarity and visual appeal of each signal. The results define a set of the most clear and visually appealing signal visualization designs and inform about interaction effects among VDEs. The resulting VDEs offer design insights and a baseline for continued research into AR robot capability signalling.