Parenting Journal · Volume 1 · Issue 2 · Licensed source edition
Trouble and Repair in Child–Robot Interaction: A Study of Complex Interactions With a Robot Tutee in a Primary School Classroom
Originally published 2020-04-09 · Frontiers in Robotics and AI
Frontiers Media SA · DOI 10.3389/frobt.2020.00046 ↗
AI / system type
Autonomous social robot; programmed dialogue/speech interface
Child-facing evidenceExamines children or child-focused systems. Transfer to everyday family life must be assessed separately.
The AI connection
Examines breakdowns with an autonomous robot tutee using programmed Swedish dialogue and game events.
Why this reading matters
Documents failures and repair strategies that idealized robot demonstrations often hide.
Editorial reading guide · Independence
How can my child recognize a technology failure without blaming themselves?
Maps to Independence through how children persist, adapt, disengage or seek help after robot breakdowns.
Study context
33 children in nine sampled group sessions across two Swedish primary schools
Age / stage: 8 and 10 years
Read with three questions
- What robot actions or omissions created interaction trouble?
- When did children adapt and when did they seek peers or adults?
- How might brief novelty-filled sessions differ from routine home use?
Keep the limits in view
Small selected video sample, one task and short interactions; does not establish learning gains or long-term coping skills.
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Sofia Serholt; Lena Pareto; Sara Ekström; Sara Ljungblad (2020). Trouble and Repair in Child–Robot Interaction: A Study of Complex Interactions With a Robot Tutee in a Primary School Classroom Frontiers in Robotics and AI. https://doi.org/10.3389/frobt.2020.00046
Permissions checked against the saved article notice; repository publication notices screened 2026-11-04. This is not a new peer-review decision. The source authors and publishers are not represented as endorsing this issue.