College students with ADHD respond positively to simple socially assistive robots (SARs) that monitor attention and provide non-verbal feedback, but studies have been done only in brief in-lab sessions. We present an initial design and evaluation of an in-dorm SAR study companion for college students with ADHD. This work represents the introductory stages of an ongoing user-centered, participatory design process. In a three-week within-subjects user study, university students (N=11) with self-reported symptoms of adult ADHD had a SAR study companion in their dorm room for two weeks and a computer-based system for one week. Toward developing SARs for long-term, in-dorm use, we focus on 1) evaluating the usability and desire for SAR study companions by college students with ADHD and 2) collecting participant feedback about the SAR design and functionality. Participants responded positively to the robot; after one week of regular use, 91% (10 of 11) chose to continue using the robot voluntarily in the second week.

翻译：患有注意力缺陷多动障碍（ADHD）的大学生对于监测注意力并提供非语言反馈的简单社交辅助机器人（SAR）展现出积极反应，但此前研究仅在短期实验室环境中进行。本文提出面向ADHD大学生的宿舍内SAR学习伴侣的初步设计与评估，标志着持续进行的以用户为中心的参与式设计过程的初始阶段。在一项为期三周的受试者内用户研究中，11名自我报告具有成年ADHD症状的大学生，在宿舍中使用SAR学习伴侣两周，并使用计算机系统一周。为开发适用于长期宿舍环境的SAR，我们重点关注：1）评估ADHD大学生对SAR学习伴侣的可用性与需求；2）收集参与者对SAR设计与功能的反馈。参与者对机器人反应积极；在常规使用一周后，91%（11人中的10人）选择在第二周自愿继续使用该机器人。