  This study evaluates the effectiveness of child-robot interactions with the
HaKsh-E social robot in India, examining both individual and group interaction
settings. The research centers on game-based interactions designed to teach
hand hygiene to children aged 7-11. Utilizing video analysis, rubric
assessments, and post-study questionnaires, the study gathered data from 36
participants. Findings indicate that children in both settings developed
positive perceptions of the robot in terms of the robot's trustworthiness,
closeness, and social support. The significant difference in the interaction
level scores presented in the study suggests that group settings foster higher
levels of interaction, potentially due to peer influence and collaborative
dynamics. While both settings showed significant improvements in learning
outcomes, the individual setting had more pronounced learning gains. This
suggests that personal interactions with the robot might lead to deeper or more
effective learning experiences. Consequently, this study concludes that
individual interaction settings are more conducive for focused learning gains,
while group settings enhance interaction and engagement.
