Exploring How Adolescents Collaborate with Robots

Robots are increasingly being employed in educational environments to enhance learning experiences. Adolescents may interact with robots differently from younger children due to cognitive and perceptual maturation. This study examines the influence of robot ability, task complexity, risk, and self-construal on adolescents’ confidence and trust in robots, and decision-making. Six participants (aged 14–16) collaborated with the NAO robot in a length judgment task. Results showed that high-ability robots elicited more trust, confidence, and decision change. In complex tasks, trust was highest with low-ability robots, while trust was lowest in simple tasks. Participants were less inclined to share benefits but expect robots to bear losses. Interdependent individuals showed more decision changes. These findings increase the understanding of the way that adolescents collaborate with robots, especially in decision-making processes.