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Abstract ObjectiveThis Emerging Ideas report explores families' (parents and their children) uses and gratification for ChatGPT. BackgroundGenerative artificial intelligence–based conversational agents, such as ChatGPT, can be used to accomplish a variety of tasks, yet little is known about how and why parents and their children may use these technologies. MethodsWe conducted semistructured qualitative and exploratory interviews with 12 U.S.‐based families that had experience sharing a ChatGPT account. Families were recruited using social media advertisements, and at least one child and one parent joined the interview. We asked families about what they used ChatGPT for and why they used the platform. ResultsFamilies reported four main motivators for using ChatGPT: (a) information seeking, (b) enhancing productivity, (c) entertainment, and (d) social bonding. Potential barriers to use included concerns about (a) ChatGPT's credibility and capabilities, (b) being less familiar with using ChatGPT, (c) the platform's ethical implications, and (d) possible privacy risks. ConclusionFamilies use ChatGPT for various purposes, but their uses and gratifications sometimes may differ depending on their perceptions of and experiences with the platform. ImplicationsOur findings suggest that with some improvements, ChatGPT has the potential to be a useful tool for both individual and shared use in families. 

Despite advances in areas such as the personalization of robots, sustaining adoption of robots for long-term use in families remains a challenge. Recent studies have identified integrating robots into families’ routines and rituals as a promising approach to support long-term adoption. However, few studies explored the integration of robots into family routines and there is a gap in systematic measures to capture family preferences for robot integration. Building upon existing routine inventories, we developed Family-Robot Routines Inventory (FRRI), with 24 family routines and 24 child routine items, to capture parents’ attitudes toward and expectations from the integration of robotic technology into their family routines. Using this inventory, we collected data from 150 parents through an online survey. Our analysis indicates that parents had varying perceptions for the utility of integrating robots into their routines. For example, parents found robot integration to be more helpful in children’s individual routines, than to the collective routines of their families. We discuss the design implications of these preliminary findings, and how they may serve as a first step toward understanding the diverse challenges and demands of designing and integrating household robots for families. 

Despite advances in areas such as the personalization of robots, sustaining adoption of robots for long-term use in families remains a challenge. Recent studies have identified integrating robots into families’ routines and rituals as a promising approach to support long-term adoption. However, few studies explored the integration of robots into family routines and there is a gap in systematic measures to capture family preferences for robot integration. Building upon existing routine inventories, we developed Family-Robot Routines Inventory (FRRI), with 24 family routines and 24 child routine items, to capture parents’ attitudes toward and expectations from the integration of robotic technology into their family routines. Using this inventory, we collected data from 150 parents through an online survey. Our analysis indicates that parents had varying perceptions for the utility of integrating robots into their routines. For example, parents found robot integration to be more helpful in children’s individual routines, than to the collective routines of their families. We discuss the design implications of these preliminary findings, and how they may serve as a first step toward understanding the diverse challenges and demands of designing and integrating household robots for families. 

Technical and practical challenges in human-robot interaction (HRI) research often involve facilitating sustained long-term interactions, fostering engagement with multiple individuals, and taking place in-the-wild. The home environment embodies all three challenges, as multiple family members regularly engage with technology at home. In our research, we take a family-centered approach to understand, design, and evaluate how social robots can take part in setting and maintaining family routines to support long-term HRI. In our prior work, we conducted participatory design sessions with children and families to understand their preferences for having social robots in their home. We then designed interactions for robot-facilitated routines. Finally, our future work will include field studies investigating how robot-facilitated routines can support long-term engagement in family-robot interactions and facilitate connections. 

As robotic products become more integrated into daily life, there is a greater need to understand authentic and real-world human-robot interactions to inform product design. Across many domestic, educational, and public settings, robots interact with not only individuals and groups of users, but also families, including children, parents, relatives, and even pets. However, products developed to date and research in human-robot and child-robot interactions have focused on the interaction with their primary users, neglecting the complex and multifaceted interactions between family members and with the robot. There is a significant gap in knowledge, methods, and theories for how to design robots to support these interactions. To inform the design of robots that can support and enhance family life, this paper provides (1) a narrative review exemplifying the research gap and opportunities for family-robot interactions and (2) an actionable family-centered framework for research and practices in human-robot and child-robot interaction. 

In this late-breaking report, we present our design process motivated to build tangible, cost-effective, child- and family-friendly social robot prototypes aimed to (1) support the practical needs of families, as well as (2) serve as a feasible research platform to mitigate technical and logistical challenges faced within conducting in-home HRI studies. We apply a research through design approach, combined with participatory design methods, to produce functional prototypes. In future work, we are preparing to continue improving prototype design by conducting (1) iterative co-design sessions with artists and product designers focusing on the hardware design, (2) iterative co-design sessions with families focusing on the interaction design, and (3) long-term technology probe studies in homes to evaluate the effectiveness of the technological platform. We aim to solicit feedback from the HRI community on our design process and prototype research platform. 

In this work, we discuss a theoretically motivated family-centered design approach for child-robot interactions, adapted by Family Systems Theory (FST) and Family Ecological Model (FEM). Long-term engagement and acceptance of robots in the home is influenced by factors that surround the child and the family, such as child-sibling-parent relationships and family routines, rituals, and values. A family-centered approach to interaction design is essential when developing in-home technology for children, especially for social agents like robots with which they can form connections and relationships. We review related literature in family theories and connect it with child-robot interaction and child-computer interaction research. We present two case studies that exemplify how family theories, FST and FEM, can inform the integration of robots into homes, particularly research into child-robot and family-robot interaction. Finally, we pose five overarching recommendations for a family-centered design approach in child-robot interactions. 

We aim to design robotic educational support systems that can promote socially and intellectually meaningful learning experiences for students while they complete school work outside of class. To pursue this goal, we conducted participatory design studies with 10 children (aged 10–12) to explore their design needs for robot assisted homework. We investigated children’s current ways of doing homework, the type of support they receive while doing homework, and co-designed the speech and expressiveness of a homework companion robot. Children and parents attending our design sessions explained that an emotionally expressive social robot as a homework aid can support students’ motivation and engagement, as well as their affective state. Children primarily perceived the robot as a dedicated assistant at home, capable of forming meaningful friendships, or a shared classroom learning resource. We present key design recommendations to support students’ homework experiences with a learning companion robot.