  As child-robot interactions become more and more common in daily life
environment, it is important to examine how robot's errors influence children's
behavior. We explored how a robot's unexpected behaviors affect child-robot
interactions during two workshops on active reading: one in a modern art museum
and one in a school. We observed the behavior and attitudes of 42 children from
three age groups: 6-7 years, 8-10 years, and 10-12 years. Through our
observations, we identified six different types of surprising robot behaviors:
personality, movement malfunctions, inconsistent behavior, mispronunciation,
delays, and freezing. Using a qualitative analysis, we examined how children
responded to each type of behavior, and we observed similarities and
differences between the age groups. Based on our findings, we propose
guidelines for designing age-appropriate learning interactions with social
robots.
