Recent research suggests that social robots could play a supportive role in helping young children develop reading skills, particularly those who experience difficulty or anxiety when reading aloud. A study led by Associate Professor Nathan Caruana at Flinders University, in collaboration with researchers from ETH Zurich and Macquarie University, explored how children aged five to nine respond to robot companions during reading activities. The study included both confident readers and children with reading challenges, allowing researchers to observe a wide range of responses.
Overall, children reacted positively to the robots, often describing them as encouraging and supportive. Many children appeared more relaxed and confident when reading with a robot, suggesting that the non-judgmental presence of a social robot may help reduce reading anxiety. This effect was especially noticeable among children who typically struggle with literacy tasks or feel self-conscious reading in front of others.
An important part of the research focused on involving children in the design process. Participants were invited to draw and describe their ideal classroom robot, highlighting a preference for friendly, expressive behaviour, strong communication skills, and a helpful knowledge base that extended beyond reading to other school subjects. Children also favoured robots that were colourful, approachable, and customisable, reinforcing the idea that emotional connection and personality play a key role in engagement.
The researchers emphasise that social robots are not intended to replace teachers, but rather to complement classroom instruction by providing additional support and encouragement. By tailoring robot design to children’s needs and involving them in the development process, social robots may become effective tools for boosting confidence, engagement, and motivation in early literacy learning. While further research is needed to understand long-term outcomes and classroom implementation, the findings point to promising possibilities for integrating social robotics into education to support children’s reading development.
