  In an exploratory study on educational child-robot interaction we investigate
the effect of alternating a learning activity with an additional shared
activity. Our aim is to enhance and enrich the relationship between child and
robot by introducing "physical extracurricular activities". This enriched
relationship might ultimately influence the way the child and robot interact
with the learning material. We use qualitative measurement techniques to
evaluate the effect of the additional activity on the child-robot relationship.
We also explore how these metrics can be integrated in a highly exploratory
cumulative score for the relationship between child and robot. This cumulative
score suggests a difference in the overall child-robot relationship between
children who engage in a physical extracurricular activity with the robot, and
children who only engage in the learning activity with the robot.
