A HeARTfelt Robot: Social Robot-Driven Deep Emotional Art Reflection with Children

Social-emotional learning (SEL) skills are essential for children to develop to provide a foundation for future relational and academic success. Using art as a medium for creation or as a topic to provoke conversation is a well-known method of SEL learning. Similarly, social robots have been used to teach SEL competencies like empathy, but the combination of art and social robotics has been minimally explored. In this paper, we present a novel child-robot interaction designed to foster empathy and promote SEL competencies via a conversation about art scaffolded by a social robot. Participants (N=11, age range: 7-11) conversed with a social robot about emotional and neutral art. Analysis of video and speech data demonstrated that this interaction design successfully engaged children in the practice of SEL skills, like emotion recognition and self-awareness, and greater rates of empathetic reasoning were observed when children engaged with the robot about emotional art. This study demonstrated that art-based reflection with a social robot, particularly on emotional art, can foster empathy in children, and interactions with a social robot help alleviate discomfort when sharing deep or vulnerable emotions.

I. INTRODUCTION & BACKGROUND

Social and emotional intelligence is an essential skill for individuals to effectively communicate, interact, and build relationships. This can be fostered through social-emotional learning, which Elias et al. describes as the systematic acquisition of emotional intelligence by developing relevant skills, attitudes, and values [1]. The Collaborative for Academic, Social, and Emotional Learning (CASEL) names core SEL skills as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making [2].