Brian Scassellati

Social robots can be used in education as tutors or peer learners. They have been shown to be effective at increasing cognitive and affective outcomes and have achieved outcomes similar to those of human tutoring on restricted tasks. This is largely because of their physical presence, which traditional learning technologies lack. We review the potential of social robots in education, discuss the technical challenges, and consider how the robot's appearance and behavior affect learning outcomes.

is to deeply root robotics research in science while developing novel robotic platforms that will enable new scientific discoveries. Of our 10 grand challenges, the first 7 represent underpinning technologies that have a wider impact on all application areas of robotics. For the next two challenges, we have included social robotics and medical robotics as application-specific areas of development to highlight the substantial societal and health impacts that they will bring. Finally, the last challenge is related to responsible innovation and how ethics and security should be carefully considered as we develop the technology further.

Autism spectrum disorders are a group of lifelong disabilities that affect people's ability to communicate and to understand social cues. Research into applying robots as therapy tools has shown that robots seem to improve engagement and elicit novel social behaviors from people (particularly children and teenagers) with autism. Robot therapy for autism has been explored as one of the first application domains in the field of socially assistive robotics (SAR), which aims to develop robots that assist people with special needs through social interactions. In this review, we discuss the past decade's work in SAR systems designed for autism therapy by analyzing robot design decisions, human-robot interactions, and system evaluations. We conclude by discussing challenges and future trends for this young but rapidly developing research area.

This article reviews the state of the art in social eye gaze for human-robot interaction (HRI). It establishes three categories of gaze research in HRI, defined by differences in goals and methods: a human-centered approach, which focuses on people's responses to gaze; a design-centered approach, which addresses the features of robot gaze behavior and appearance that improve interaction; and a technology-centered approach, which is concentrated on the computational tools for implementing social eye gaze in robots. This paper begins with background information about gaze research in HRI and ends with a set of open questions.