Conversational Agent for Supporting Self-regulation in Children’s Daily Activities in the Pandemic Era

Abstract

Background COVID-19 has brought significant changes to the lives of young children. In particular, changes in school life have negatively impacted children’s daily activities, and physical and developmental difficulties have been observed. This study confirms a newly found problem that children are facing due to COVID-19 and the effectiveness of a digital assistant that is developed to help them tackle the problem.

Methods Study 1 utilized interviews with school staff to identify problems. The interview data were analyzed based on thematic analysis. In light of the results of Study 1, Study 2 included a conversational agent prototype that would operate in a home to help children perform daily tasks. Study 2 was conducted as a field study with 11 children. A survey involving children was conducted to determine whether using prototypes was helpful for daily routine formation and self-efficacy among children. Interviews were conducted with parents and children. Quantitative and qualitative analyses were also conducted.

Results The results of Study 1 suggest that students have endured various difficulties due to the COVID-19 pandemic. Study 1 concludes that children required a more defined routine lifestyle during the pandemic. Study 2 establishes that the developed assistant improved daily routine task execution and self-efficacy. The post-study interviews confirm that children were supported in acquiring regularity and that they perceived the conversational agent as helpful.

Conclusions This study reveals the value required for target users, designs a prototype to deliver it, and confirms the protype’s effectiveness. The study proposes a new method for increasing the quality of life of children in unique environments, such as that caused by the COVID-19 pandemic.