This Robot Game Got Kids to Learn Proper Handwashing—But the Real Win Was How Much They Enjoyed It

Authors: (1) Devasena Pasupuleti, AMMACHI Labs, Amrita Vishwa Vidyapeetham, Kollam, Kerala, 690525, India (pdevasena835@gmail.com); (2) Sreejith Sasidharan, AMMACHI Labs, Amrita Vishwa Vidyapeetham, Kollam, Kerala, 690525, India ssreejith172@gmail.com); (3) Rajesh Sharma, Spire Animation Studios, Los Angeles, California, 91403, United States of America (rajesh.k.sharma@gmail.com); (4) Gayathri Manikutty, AMMACHI Labs, Amrita Vishwa Vidyapeetham, Kollam, Kerala, 690525, India (gayathri.manikutty@ammachilabs.org). Editor's note: This is Part of 7 of 7 a study detailing the development of a gaming platform to teach proper hand hygiene practises to children. Read the rest below. Table of Links Abstract and I. Introduction II. The Casa Paradigm and Gamification III. Land of Hands: The Game IV. Methods V. User Study VI. Results VII. Discussion VIII. Conclusion IX. Acknowledgments and References VII. DISCUSSION We identify two major findings that answer our two research questions, which we present below: Extent of Learning from the Proposed Platform: Our analyses indicate that children’s learning and retention from the proposed platform are significantly higher post-study when compared to pre-study data. This tells us that our platform was successful in educating children on hand hygiene. Interestingly we observed that children’s learning was not influenced by the pro-sociality of the robot. Also, both boys and girls learnt equally well. Influence on Children’s Engagement and Interactions with the Robot: From our results, we conclude that the overall Interaction Level (IL) between the children and the robot was significantly higher in the pro-social scenario. Also, based on the IL index, it is interesting to note that girls interacted more with HakshE compared to boys. The frequency and duration of facial expressions and the frequency of verbal responses are significantly higher in the pro-social robot scenario than in the non-pro-social robot scenario. Though the duration of verbal responses in both the nudges conditions did not differ statistically significantly, from Figure 9(b), it is evident that the children verbally interacted with the robot more in the With-Nudges condition, even if they were not very verbose when they interacted with the robot. Thus we can say that a pro-social robot in a collaborative game-play setting increases positive social engagement with children. Also, the results tell us that gender differences in the above conditions do not influence children’s interaction with the robot in the pro-social vs nonpro-social case. VIII. CONCLUSION In this paper, we set out to explore whether an educational collaborative game-play platform with a pro-social robot (HakshE) can help children learn about good hand hygiene practises. We also explore the influence of the platform on children’s engagement and interactions with the robot. We start by proposing the design of our game - “Land of Hands” based on the theme of hand hygiene using Godot’s gaming engine and Alice 3. We then present the findings of a user study that we conducted with children aged 6-10 years to evaluate the effectiveness of our platform. We split our study into two conditions - “With-Nudges” and “Without-Nudges” to understand the influence of a pro-social robot’s nudges on children’s learning and interaction. We conclude that a collaborative gameplay scenario with a pro-social robot and children is successful in not only delivering the required learning outcomes but also in creating enjoyable interactions and engagement. In the 2022-23 school year, we intend to conduct an inperson study using the proposed platform. We will explore the extent to which a pro-social robot affects other social engagement cues such as gestures and the gaze of the children. We also intend to evaluate the model in a long-term child-robot scenario to study the effect of the gameplay with the social robot on behaviour change itself. IX. ACKNOWLEDGMENTS We would like to express our gratitude to Sri Mata Amritanandamayi Devi (Chancellor), a world-renowned humanitarian and spiritual leader without whose guidance and constant encouragement, this project would not have been possible. We would like to thank AMMACHI labs for providing seed funding for the project. Finally, we would like to thank Dr. Bhavani Rao and Akshay Nagarajan for their continual support and valuable input during our study. REFERENCES [1] R. Thaler and C. Sunstein, NUDGE: Improving Decisions About Health, Wealth, and Happiness, 06 2009, vol. 47. [2] S. Sasidharan, D. Pasupuleti, A. M. Das, C. Kapoor, G. Manikutty, and R. B. Rao, “Haksh-e: An autonomous social robot for promoting good hand hygiene among children,” in IROS 2021 Workshop on The Roles of Robotics in Achieving the UN’s Sustainable Development Goals, 2021. [3] A. Deshmukh, S. K. Babu, U. R, S. Ramesh, P. Anitha, and R. R. Bhavani, “Influencing hand-washing behaviour with a social robot: Hri study with school children in rural india,” in 2019 28th IEEE International Conference on Robot and Human Interactive Communication (RO-MAN), 2019, pp. 1–6. [4] J. B. Janssen, C. C. van der Wal, M. A. Neerincx, and R. Looije, “Motivating children to learn arithmetic with an adaptive robot game,” in Social Robotics, ser. Lecture notes in computer science. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011, pp. 153–162. [5] J. Wainer, B. Robins, F. Amirabdollahian, and K. Dautenhahn, “Using the humanoid robot KASPAR to autonomously play triadic games and facilitate collaborative play among children with autism,” IEEE Trans. Auton. Ment. Dev., vol. 6, no. 3, pp. 183–199, Sept. 2014. [6] C. Bartneck, M. Hoek, O. Mubin, and A. Mahmud, “Daisy, daisy, give me your answer do!: switching off a robot,” in Proceeding of the ACM/IEEE international conference on Human-robot interaction, Arlington, 2007, pp. 978–979. [7] M. Xin and E. Sharlin, “Exploring human-robot interaction through telepresence board games,” in Advances in Artificial Reality and TeleExistence, ser. Lecture notes in computer science. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006, pp. 249–261. [8] C. L. Sidner and M. Dzikovska, “Human-robot interaction: engagement between humans and robots for hosting activities,” in Proceedings. Fourth IEEE International Conference on Multimodal Interfaces. IEEE Comput. Soc, 2003. [9] C. L. Sidner, C. Lee, C. D. Kidd, N. Lesh, and C. Rich, “Explorations in engagement for humans and robots,” Artificial Intelligence, vol. 166, no. 1, pp. 140–164, 2005. [Online]. Available: https: //www.sciencedirect.com/science/article/pii/S0004370205000512 [10] M. I. Ahmad, O. Mubin, and J. Orlando, “Adaptive social robot for sustaining social engagement during long-term children–robot interaction,” International Journal of Human–Computer Interaction, vol. 33, no. 12, pp. 943–962, 2017. [Online]. Available: https: //doi.org/10.1080/10447318.2017.1300750 [11] S. Serholt and W. Barendregt, “Robots tutoring children: Longitudinal evaluation of social engagement in child-robot interaction,” in Proceedings of the 9th Nordic Conference on Human-Computer Interaction, ser. NordiCHI ’16. New York, NY, USA: Association for Computing Machinery, 2016. [Online]. Available: https://doi.org/ 10.1145/2971485.2971536 [12] C. Nass, J. Steuer, and E. R. Tauber, “Computers are social actors,” in Proceedings of the SIGCHI conference on Human factors in computing systems celebrating interdependence - CHI ’94. New York, New York, USA: ACM Press, 1994. [13] B. Reeves, “The media equation: How people treat computers, televisions, and new media like real people and places,” CSLI, 1996. [14] D. Johnson, J. Gardner, and J. Wiles, “Experience as a moderator of the media equation: the impact of flattery and praise,” Int. J. Hum. Comput. Stud., vol. 61, no. 3, pp. 237–258, Sept. 2004. [15] N. L. Robinson, S. Turkay, L. A. N. Cooper, and D. Johnson, “Social robots with gamification principles to increase long-term user interaction,” in Proceedings of the 31st Australian Conference on Human-Computer-Interaction. New York, NY, USA: Association for Computing Machinery, 2019, p. 359–363. [Online]. Available: https://doi.org/10.1145/3369457.3369494 [16] A. C. Horstmann, N. Bock, E. Linhuber, J. M. Szczuka, C. Straßmann, and N. C. Kramer, “Do a robot’s social skills and its objection ¨ discourage interactants from switching the robot off?” PLoS One, vol. 13, no. 7, July 2018. [17] K. Fischer, “Interpersonal variation in understanding robots as social actors,” in Proceedings of the 6th international conference on Humanrobot interaction - HRI ’11. New York, New York, USA: ACM Press, 2011. [18] D. Johnson, S. Deterding, K.-A. Kuhn, A. Staneva, S. Stoyanov, and L. Hides, “Gamification for health and wellbeing: A systematic review of the literature,” Internet Interv., vol. 6, pp. 89–106, Nov. 2016. [19] D. Johnson, E. Horton, R. Mulcahy, and M. Foth, “Gamification and serious games within the domain of domestic energy consumption: A systematic review,” Renew. Sustain. Energy Rev., vol. 73, pp. 249–264, June 2017. [20] S. Kongeseri and C. Coley, “Design of a collaborative tabletop game for civic engagement: Serious games in rural india,” Communications in Computer and Information Science, 2019. [21] S. Kongeseri, S. Sheshadri, C. Coley, A. Muir, and R. R. Bhavani, “Games for community development and problem solving: A multisite case study,” Adv. Sci. Lett., vol. 24, no. 4, pp. 2358–2361, Apr. 2018. [22] N. Xi and J. Hamari, “Does gamification satisfy needs? a study on the relationship between gamification features and intrinsic need satisfaction,” Int. J. Inf. Manage., vol. 46, pp. 210–221, June 2019. [23] Alice. (1998) Tell stories. build games. learn to program. Accessed: 2022-3-4. [Online]. Available: https://www.alice.org/ [24] S. Cooper, W. Dann, and R. Pausch, “Alice: a 3-D tool for introductory programming concepts,” Journal of computing sciences in colleges, vol. 15, no. 5, pp. 107–116, 2000. [25] Godot. (2014) Free and open source 2d and 3d game engine. Accessed: 2022-3-4. [Online]. Available: https://godotengine.org/ [26] J. M. K. Westlund and C. Breazeal, “Transparency, teleoperation, and children’s understanding of social robots,” in 2016 11th ACM/IEEE International Conference on Human-Robot Interaction (HRI), 2016, pp. 625–626. [27] F. Rietz, A. Sutherland, S. Bensch, S. Wermter, and T. Hellstrom, ¨ “WoZ4U: An Open-Source Wizard-of-Oz Interface for Easy, Efficient and Robust HRI Experiments,” Frontiers in Robotics and AI, vol. 8, 2021. [Online]. Available: https://www.frontiersin.org/article/10.3389/ frobt.2021.668057 [28] N. Taylor, “The usus evaluation framework for human-robot interaction,” in Adaptive and Emergent Behaviour and Complex Systems - Proceedings of the 23rd Convention of the Society for the Study of Artificial Intelligence and Simulation of Behaviour, AISB 2009, Dec. 2009, pp. 158–165, 23rd Convention of the Society for the Study of Artificial Intelligence and Simulation of Behaviour, AISB 2009 ; Conference date: 06-04-2009 Through 09-04-2009. [29] S. Turkle, W. Taggart, C. Kidd, D, and O. Daste, “Relational artifacts ´ with children and elders: the complexities of cybercompanionship,” Connection Science, vol. 18, no. 4, pp. 347–361, 2006. [Online]. Available: https://doi.org/10.1080/09540090600868912 [30] J. Read, E. Mazzone, and J. Hoysniemi, “Wizard of oz evaluations with ¨ children–deception and discovery,” in Interaction Design and Children (IDC). ACM Press, jan 2005. [31] UniteAR. Create augmented reality with no coding. Accessed: 2022-3-4. [Online]. Available: https://www.unitear.com/ [32] (2012) Rubrics: Useful assessment tools. Accessed: 2022-3-4. [Online]. Available: https://uwaterloo.ca/centre-for-teaching-excellence/ teaching-resources/teaching-tips/assessing-student-work/ grading-and-feedback/rubrics-useful-assessment-tools [33] (2021) When and how to wash your hands. Accessed: 2022-3-11. [Online]. Available: https://www.cdc.gov/handwashing/ when-how-handwashing.html [34] M. Fridin, “Storytelling by a kindergarten social assistive robot: A tool for constructive learning in preschool education,” Computers & Education, vol. 70, pp. 53–64, 2014. [Online]. Available: https: //www.sciencedirect.com/science/article/pii/S036013151300225X [35] M. Fridin, H. Angel, and S. Azery, “Acceptance , interaction , and authority of educational robots : An ethnography study of childrobot interaction,” IEEE Workshop on advanced robotics and its social impacts, pp. 1–4, 2011. [36] N. UEKI, “Expression analysis/synthesis system based on emotion space constructed by multilayered neural network,” System and Computer in Japan, vol. 25, no. 13, pp. 95–106, 1994. [Online]. Available: https://cir.nii.ac.jp/crid/1573950399585158144 [37] Elan, version 6.3. Accessed: 2022-3-11. [Online]. Available: https: //archive.mpi.nl/tla/elan This paper is available on arxiv under CC BY-NC-ND 4.0 DEED license. Authors: (1) Devasena Pasupuleti, AMMACHI Labs, Amrita Vishwa Vidyapeetham, Kollam, Kerala, 690525, India (pdevasena835@gmail.com); (2) Sreejith Sasidharan, AMMACHI Labs, Amrita Vishwa Vidyapeetham, Kollam, Kerala, 690525, India ssreejith172@gmail.com); (3) Rajesh Sharma, Spire Animation Studios, Los Angeles, California, 91403, United States of America (rajesh.k.sharma@gmail.com); (4) Gayathri Manikutty, AMMACHI Labs, Amrita Vishwa Vidyapeetham, Kollam, Kerala, 690525, India (gayathri.manikutty@ammachilabs.org). Authors: Authors: (1) Devasena Pasupuleti, AMMACHI Labs, Amrita Vishwa Vidyapeetham, Kollam, Kerala, 690525, India (pdevasena835@gmail.com); (2) Sreejith Sasidharan, AMMACHI Labs, Amrita Vishwa Vidyapeetham, Kollam, Kerala, 690525, India ssreejith172@gmail.com); (3) Rajesh Sharma, Spire Animation Studios, Los Angeles, California, 91403, United States of America (rajesh.k.sharma@gmail.com); (4) Gayathri Manikutty, AMMACHI Labs, Amrita Vishwa Vidyapeetham, Kollam, Kerala, 690525, India (gayathri.manikutty@ammachilabs.org). Editor's note: This is Part of 7 of 7 a study detailing the development of a gaming platform to teach proper hand hygiene practises to children. Read the rest below. Editor's note: This is Part of 7 of 7 a study detailing the development of a gaming platform to teach proper hand hygiene practises to children. Read the rest below. Editor's note: This is Part of 7 of 7 a study detailing the development of a gaming platform to teach proper hand hygiene practises to children. Read the rest below. Editor's note: This is Part of 7 of 7 a study detailing the development of a gaming platform to teach proper hand hygiene practises to children. Read the rest below. Table of Links Abstract and I. Introduction II. The Casa Paradigm and Gamification III. Land of Hands: The Game IV. Methods V. User Study VI. Results VII. Discussion VIII. Conclusion IX. Acknowledgments and References Abstract and I. Introduction Abstract and I. Introduction II. The Casa Paradigm and Gamification II. The Casa Paradigm and Gamification III. Land of Hands: The Game III. Land of Hands: The Game IV. Methods IV. Methods V. User Study V. User Study VI. Results VI. Results VII. Discussion VIII. Conclusion IX. Acknowledgments and References VII. Discussion VIII. Conclusion IX. Acknowledgments and References VIII. Conclusion IX. Acknowledgments and References VII. DISCUSSION We identify two major findings that answer our two research questions, which we present below: Extent of Learning from the Proposed Platform: Our analyses indicate that children’s learning and retention from the proposed platform are significantly higher post-study when compared to pre-study data. This tells us that our platform was successful in educating children on hand hygiene. Interestingly we observed that children’s learning was not influenced by the pro-sociality of the robot. Also, both boys and girls learnt equally well. Extent of Learning from the Proposed Platform: Influence on Children’s Engagement and Interactions with the Robot: From our results, we conclude that the overall Interaction Level (IL) between the children and the robot was significantly higher in the pro-social scenario. Also, based on the IL index, it is interesting to note that girls interacted more with HakshE compared to boys. The frequency and duration of facial expressions and the frequency of verbal responses are significantly higher in the pro-social robot scenario than in the non-pro-social robot scenario. Though the duration of verbal responses in both the nudges conditions did not differ statistically significantly, from Figure 9(b), it is evident that the children verbally interacted with the robot more in the With-Nudges condition, even if they were not very verbose when they interacted with the robot. Thus we can say that a pro-social robot in a collaborative game-play setting increases positive social engagement with children. Also, the results tell us that gender differences in the above conditions do not influence children’s interaction with the robot in the pro-social vs nonpro-social case. Influence on Children’s Engagement and Interactions with the Robot: VIII. CONCLUSION In this paper, we set out to explore whether an educational collaborative game-play platform with a pro-social robot (HakshE) can help children learn about good hand hygiene practises. We also explore the influence of the platform on children’s engagement and interactions with the robot. We start by proposing the design of our game - “Land of Hands” based on the theme of hand hygiene using Godot’s gaming engine and Alice 3. We then present the findings of a user study that we conducted with children aged 6-10 years to evaluate the effectiveness of our platform. We split our study into two conditions - “With-Nudges” and “Without-Nudges” to understand the influence of a pro-social robot’s nudges on children’s learning and interaction. We conclude that a collaborative gameplay scenario with a pro-social robot and children is successful in not only delivering the required learning outcomes but also in creating enjoyable interactions and engagement. In the 2022-23 school year, we intend to conduct an inperson study using the proposed platform. We will explore the extent to which a pro-social robot affects other social engagement cues such as gestures and the gaze of the children. We also intend to evaluate the model in a long-term child-robot scenario to study the effect of the gameplay with the social robot on behaviour change itself. IX. ACKNOWLEDGMENTS We would like to express our gratitude to Sri Mata Amritanandamayi Devi (Chancellor), a world-renowned humanitarian and spiritual leader without whose guidance and constant encouragement, this project would not have been possible. We would like to thank AMMACHI labs for providing seed funding for the project. Finally, we would like to thank Dr. Bhavani Rao and Akshay Nagarajan for their continual support and valuable input during our study. REFERENCES [1] R. Thaler and C. Sunstein, NUDGE: Improving Decisions About Health, Wealth, and Happiness, 06 2009, vol. 47. [2] S. Sasidharan, D. Pasupuleti, A. M. Das, C. Kapoor, G. Manikutty, and R. B. Rao, “Haksh-e: An autonomous social robot for promoting good hand hygiene among children,” in IROS 2021 Workshop on The Roles of Robotics in Achieving the UN’s Sustainable Development Goals, 2021. [3] A. Deshmukh, S. K. Babu, U. R, S. Ramesh, P. Anitha, and R. R. Bhavani, “Influencing hand-washing behaviour with a social robot: Hri study with school children in rural india,” in 2019 28th IEEE International Conference on Robot and Human Interactive Communication (RO-MAN), 2019, pp. 1–6. [4] J. B. Janssen, C. C. van der Wal, M. A. Neerincx, and R. Looije, “Motivating children to learn arithmetic with an adaptive robot game,” in Social Robotics, ser. Lecture notes in computer science. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011, pp. 153–162. [5] J. Wainer, B. Robins, F. Amirabdollahian, and K. Dautenhahn, “Using the humanoid robot KASPAR to autonomously play triadic games and facilitate collaborative play among children with autism,” IEEE Trans. Auton. Ment. Dev., vol. 6, no. 3, pp. 183–199, Sept. 2014. [6] C. Bartneck, M. Hoek, O. Mubin, and A. Mahmud, “Daisy, daisy, give me your answer do!: switching off a robot,” in Proceeding of the ACM/IEEE international conference on Human-robot interaction, Arlington, 2007, pp. 978–979. [7] M. Xin and E. Sharlin, “Exploring human-robot interaction through telepresence board games,” in Advances in Artificial Reality and TeleExistence, ser. Lecture notes in computer science. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006, pp. 249–261. [8] C. L. Sidner and M. Dzikovska, “Human-robot interaction: engagement between humans and robots for hosting activities,” in Proceedings. Fourth IEEE International Conference on Multimodal Interfaces. IEEE Comput. Soc, 2003. [9] C. L. Sidner, C. Lee, C. D. Kidd, N. Lesh, and C. Rich, “Explorations in engagement for humans and robots,” Artificial Intelligence, vol. 166, no. 1, pp. 140–164, 2005. [Online]. Available: https: //www.sciencedirect.com/science/article/pii/S0004370205000512 [10] M. I. Ahmad, O. Mubin, and J. Orlando, “Adaptive social robot for sustaining social engagement during long-term children–robot interaction,” International Journal of Human–Computer Interaction, vol. 33, no. 12, pp. 943–962, 2017. [Online]. Available: https: //doi.org/10.1080/10447318.2017.1300750 [11] S. Serholt and W. Barendregt, “Robots tutoring children: Longitudinal evaluation of social engagement in child-robot interaction,” in Proceedings of the 9th Nordic Conference on Human-Computer Interaction, ser. NordiCHI ’16. New York, NY, USA: Association for Computing Machinery, 2016. [Online]. Available: https://doi.org/ 10.1145/2971485.2971536 [12] C. Nass, J. Steuer, and E. R. Tauber, “Computers are social actors,” in Proceedings of the SIGCHI conference on Human factors in computing systems celebrating interdependence - CHI ’94. New York, New York, USA: ACM Press, 1994. [13] B. Reeves, “The media equation: How people treat computers, televisions, and new media like real people and places,” CSLI, 1996. [14] D. Johnson, J. Gardner, and J. Wiles, “Experience as a moderator of the media equation: the impact of flattery and praise,” Int. J. Hum. Comput. Stud., vol. 61, no. 3, pp. 237–258, Sept. 2004. [15] N. L. Robinson, S. Turkay, L. A. N. Cooper, and D. Johnson, “Social robots with gamification principles to increase long-term user interaction,” in Proceedings of the 31st Australian Conference on Human-Computer-Interaction. New York, NY, USA: Association for Computing Machinery, 2019, p. 359–363. [Online]. Available: https://doi.org/10.1145/3369457.3369494 [16] A. C. Horstmann, N. Bock, E. Linhuber, J. M. Szczuka, C. Straßmann, and N. C. Kramer, “Do a robot’s social skills and its objection ¨ discourage interactants from switching the robot off?” PLoS One, vol. 13, no. 7, July 2018. [17] K. Fischer, “Interpersonal variation in understanding robots as social actors,” in Proceedings of the 6th international conference on Humanrobot interaction - HRI ’11. New York, New York, USA: ACM Press, 2011. [18] D. Johnson, S. Deterding, K.-A. Kuhn, A. Staneva, S. Stoyanov, and L. Hides, “Gamification for health and wellbeing: A systematic review of the literature,” Internet Interv., vol. 6, pp. 89–106, Nov. 2016. [19] D. Johnson, E. Horton, R. Mulcahy, and M. Foth, “Gamification and serious games within the domain of domestic energy consumption: A systematic review,” Renew. Sustain. Energy Rev., vol. 73, pp. 249–264, June 2017. [20] S. Kongeseri and C. Coley, “Design of a collaborative tabletop game for civic engagement: Serious games in rural india,” Communications in Computer and Information Science, 2019. [21] S. Kongeseri, S. Sheshadri, C. Coley, A. Muir, and R. R. Bhavani, “Games for community development and problem solving: A multisite case study,” Adv. Sci. Lett., vol. 24, no. 4, pp. 2358–2361, Apr. 2018. [22] N. Xi and J. Hamari, “Does gamification satisfy needs? a study on the relationship between gamification features and intrinsic need satisfaction,” Int. J. Inf. Manage., vol. 46, pp. 210–221, June 2019. [23] Alice. (1998) Tell stories. build games. learn to program. Accessed: 2022-3-4. [Online]. Available: https://www.alice.org/ [24] S. Cooper, W. Dann, and R. Pausch, “Alice: a 3-D tool for introductory programming concepts,” Journal of computing sciences in colleges, vol. 15, no. 5, pp. 107–116, 2000. [25] Godot. (2014) Free and open source 2d and 3d game engine. Accessed: 2022-3-4. [Online]. Available: https://godotengine.org/ [26] J. M. K. Westlund and C. Breazeal, “Transparency, teleoperation, and children’s understanding of social robots,” in 2016 11th ACM/IEEE International Conference on Human-Robot Interaction (HRI), 2016, pp. 625–626. [27] F. Rietz, A. Sutherland, S. Bensch, S. Wermter, and T. Hellstrom, ¨ “WoZ4U: An Open-Source Wizard-of-Oz Interface for Easy, Efficient and Robust HRI Experiments,” Frontiers in Robotics and AI, vol. 8, 2021. [Online]. Available: https://www.frontiersin.org/article/10.3389/ frobt.2021.668057 [28] N. Taylor, “The usus evaluation framework for human-robot interaction,” in Adaptive and Emergent Behaviour and Complex Systems - Proceedings of the 23rd Convention of the Society for the Study of Artificial Intelligence and Simulation of Behaviour, AISB 2009, Dec. 2009, pp. 158–165, 23rd Convention of the Society for the Study of Artificial Intelligence and Simulation of Behaviour, AISB 2009 ; Conference date: 06-04-2009 Through 09-04-2009. [29] S. Turkle, W. Taggart, C. Kidd, D, and O. Daste, “Relational artifacts ´ with children and elders: the complexities of cybercompanionship,” Connection Science, vol. 18, no. 4, pp. 347–361, 2006. [Online]. Available: https://doi.org/10.1080/09540090600868912 [30] J. Read, E. Mazzone, and J. Hoysniemi, “Wizard of oz evaluations with ¨ children–deception and discovery,” in Interaction Design and Children (IDC). ACM Press, jan 2005. [31] UniteAR. Create augmented reality with no coding. Accessed: 2022-3-4. [Online]. Available: https://www.unitear.com/ [32] (2012) Rubrics: Useful assessment tools. Accessed: 2022-3-4. [Online]. Available: https://uwaterloo.ca/centre-for-teaching-excellence/ teaching-resources/teaching-tips/assessing-student-work/ grading-and-feedback/rubrics-useful-assessment-tools [33] (2021) When and how to wash your hands. Accessed: 2022-3-11. [Online]. Available: https://www.cdc.gov/handwashing/ when-how-handwashing.html [34] M. Fridin, “Storytelling by a kindergarten social assistive robot: A tool for constructive learning in preschool education,” Computers & Education, vol. 70, pp. 53–64, 2014. [Online]. Available: https: //www.sciencedirect.com/science/article/pii/S036013151300225X [35] M. Fridin, H. Angel, and S. Azery, “Acceptance , interaction , and authority of educational robots : An ethnography study of childrobot interaction,” IEEE Workshop on advanced robotics and its social impacts, pp. 1–4, 2011. [36] N. UEKI, “Expression analysis/synthesis system based on emotion space constructed by multilayered neural network,” System and Computer in Japan, vol. 25, no. 13, pp. 95–106, 1994. [Online]. Available: https://cir.nii.ac.jp/crid/1573950399585158144 [37] Elan, version 6.3. Accessed: 2022-3-11. [Online]. Available: https: //archive.mpi.nl/tla/elan This paper is available on arxiv under CC BY-NC-ND 4.0 DEED license. This paper is available on arxiv under CC BY-NC-ND 4.0 DEED license. available on arxiv