Kristin Gregory
Papers
1
Total Citations
2
H-Index
1
About
Kristin Gregory’s research sits at the intersection of early childhood education and human-robot interaction, exploring how social robots can foster intellectual and social development in young learners. Her most-cited work, “Humanoid Robots Supporting Children’s Intellectual and Social Dispositions in an Early Childhood Setting” (2016), investigates the use of the NAO humanoid robot in preschool classrooms. By applying the Head Start Early Learning Outcomes Framework, Gregory and her colleagues analyzed how teachers, students, and the robot co-created learning experiences that nurtured curiosity, persistence, and collaborative problem-solving. Although her citation count is modest—with this key paper garnering two citations—the study’s qualitative depth offers a foundational lens for understanding how embodied AI can support developmental goals in early childhood settings. Gregory’s work is notable for its practical, classroom-based approach, moving beyond technical demonstrations to examine real-world pedagogical affordances. Her contributions are particularly valuable for educators and technologists seeking evidence-based ways to integrate robots into curricula that respect children’s social and emotional growth. As the field of educational robotics expands, Gregory’s early, nuanced observations remain a touchstone for designing developmentally appropriate human-robot interactions.
Research Focus
Key Achievements
Top Papers
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