This review examines recent methodological approaches for the evaluation of child-robot interaction in learning settings. The main aims are to map existing work from a user-centered perspective, to identify possible trends related to evaluation methods for child-robot interaction, and to discuss potential future directions. We present a systematic review of existing studies, which have been thematically organized based on their research objectives. We then examine the evaluation methods that were used in these studies and we propose a conceptual framework based on the one hand on the themes that emerged, namely the social interaction between the child and the robot, the social acceptance, possible emotional interactions, the learning process and the learning outcome, and on the other hand on the corresponding measures. These methods have been considered in relation with the age ranges of the children, because of the relationship of their cognitive level to the choice of a developmentally appropriate evaluation method. We use this framework to highlight current trends and needs for the field and to contextualize the methodological directions for child-robot interaction. Finally, we discuss the challenges and limitations of the current methodological approaches as well as possible future directions for the evaluation methods of child-robot interaction in learning settings.
['Vicky Charisi', 'Daniel Davison', 'Dennis Reidsma', 'Vanessa Evers']
Evaluation methods for user-centered child-robot interaction