A study from the University of Chicago’s Department of Computer Science suggests that robots may help reduce reading anxiety in children. Conducted by PhD student Lauren Wright and colleagues from the University of Chicago, University of Illinois Chicago, and University of Wisconsin–Madison, the research examined whether children feel less anxious reading aloud to a robot than to a human.
The study, carried out in Assistant Professor Sarah Sebo’s Human-Robot Interaction Lab, involved 52 children aged 8 to 11. Each participant read stories aloud in three settings: alone, to a human adult, and to a social robot named Misty. Researchers monitored anxiety indicators including vocal jitter, heart rate variability, and facial temperature.
Findings showed that children displayed fewer physiological signs of anxiety when reading to the robot compared with an adult. Many reported feeling less judged, noting that mistakes were less stressful in front of a robot. However, some children found the robot unsettling or disliked its mechanical voice, pointing to design considerations for future classroom use.
The researchers observed no measurable differences in reading comprehension across conditions, indicating that reduced anxiety did not come at the expense of learning outcomes. According to the authors, the results provide evidence that robots could serve as supportive tools in educational contexts where anxiety is a barrier to participation.
The study also highlights potential applications beyond literacy instruction, suggesting that robots might help reduce stress in areas such as healthcare, therapy, or skill training where individuals may feel vulnerable.
