This is the result of session 2 in my course on Social Robot Design (2025/2026). Session 2 is all about storybuilding. The goal here is to find a specific story building tool (like storytelling, scripts, storyboard, improv theatre) and go through that process to figure out more about your particular scenario. Let’s consider a scenario for now, like a study session.

This was done with:

  • Liz van Ginderen (s27349745)
  • Anna Hornman (s3056600)
  • Oyindrila Sen Gupta (s3697762)
  • Sarah Mans (s2306379)

1. Research Tools for Scenario-Based Design

Develop the Tool

  • Open-ended script with improv — like actors (rigid), but with freedom.
  • Or: give the script, but introduce stochastic elements.
  • Sort of a Wizard of Oz, but with a script.

Tool Ideas

  • A The Office-style documentary

    • Shows the story, interaction, setting, etc.
    • Also gives people in the story the opportunity to share their perspective — explaining their actions, thoughts, and motives.
    • Only the robot itself cannot do this → Or can it?

  • Worst idea brainstorm as a script

    • Has the structure of a script and the sarcasm and sharpness of improv.
    • Add all the nightmares of directors:
      • Children
      • Animals
      • Autonomous robots
      • Etc.

  • 1 and 2 combined

Our Designed Tool: HRI Office-Script Template

Setup

Describe the setup of the scenario: where is it, when is it, who is on screen, and any important people who are off-screen.

Robot [name]

Action

Describe the function of the robot. What is it doing?

Intent

Describe the purpose. Why is it doing that?

Emotion

Describe the feeling/emotion behind the action and intent.

[User Group]

Action

Describe the action of the user. What are they doing?

Intent

Describe the purpose. Why are they doing that?

Emotion

Describe the feeling/emotion behind the action and intent.

🎙 OFFICE Breakout: [Question asked]

Include a general funny comment or reflection about the scene — mocking the scenario or interaction. Set up in an interview documentary style, as if the character or robot is reflecting on what just happened.

Worked-Out Scenarios

Two scenarios were developed: one representing a frequent use case, the other an edge case.

Research Questions

  • At what point did the robot feel too human or too mechanical?
  • How long did the student tolerate the robot before getting annoyed? What does an appropriate “check-in” look like?
  • Did The Office-style documentary format help the team understand motives better than standard role-play?

Participant Profile

Students aged 18–25

Scenario 1 — Frequent Use Case

During a study session, the Miro-E robot interrupts the student to perform a well-being check.

Core tension: The student’s desire to focus conflicts with the robot’s need to check in.

Does the intervention feel supportive or intrusive?

Scenario 2 — Edge Case

Same setup, but the student is Deaf. The robot fails to adapt and instead repeats itself — progressively louder and more intrusive.

Roles

RoleNotes
RobotPlayed by a human
StudentPlayed by a human
Off-camera interviewerCharacters may break the fourth wall to speak directly to camera, explaining their internal state

2. Literature check

As a sanity check we did a quick literature review that validates our ideas. 1 discusses using an autonomous social robot (the “nightmare” of a script or play). So adding these elements can be a nice addition. There is not much work on specifically social robots combined with an office style documentary. Although multiple books/literature has been written on integrating different scenarios, like The murderbot diaries. But also design research through documentary 2. There is also literature to back up the storyboard/ scenario based design in 3.

3. Evaluate Scenario 1

Script 1: Robot Check-In

Active classroom, students working on their homework, Miro-E robot driving around. The robot comes across a student. The script is intentionally broad to allow for improv-like adaptations.

Robot

Action — ears, eyes

  • Talking
  • Moving body / face
  • Vibrating
  • Light brighter or dimmer
  • Light pulsing Intent — asking / checking in
  • Restricting / Pushy
  • Nudging / Friendly

Option 1: “Hello, how are you doing?” Option 2: “Hi Dirk, you’ve been typing for 40 minutes. Your shoulders look… tight. Do you want to do a breathing exercise?”

Student

Action

  • Body language: typing, headphones on
  • Speech Intent: Annoyed, but accepting

Emotion: Stressed

Robot

Input: User has been working for 45 minutes without a break.

Action

State 1

  • Ears perk forward
  • Light slowly gets brighter
  • Robot moves forward a few cm State 2
  • Ears turn back
  • Light slowly gets dimmer
  • Robot moves back a few cm

The robot switches between these two states every 30 seconds until the user interacts.

🎙 OFFICE Breakout

Miro: “I’m sorry, I didn’t quite get that.”

Student: (no response)

Robot

Action

  • Lowered ears
  • Speech
  • Big eyes Intent: De-escalating the situation

Emotion: Sad

Student

Action

  • Body language
  • Speech Intent: Accepting the relaxing exercise

Emotion: Happy

Robot

Action

  • Heightened ears
  • Speech Intent
  • Happy dance
  • Commence relaxation exercise Emotion: Happy

Student

Action

  • Body language
  • Speech Intent: Doing the relaxing exercise

Emotion: Relieved

🎙 OFFICE Breakout

Miro: “Well, I’m glad the student did a relaxing exercise. It seemed very necessary!”

Student: “I feel a lot better now. Wheeew.”

4. Evaluate Scenario 2

Script 2: Deaf Student

Active classroom, students working on their homework. Miro-E is at the desk of a Deaf student. The robot tries to get their attention through verbal instructions. The student does not hear. Miro-E grows more frustrated and tries increasingly intrusive ways to get attention.

Robot

Action

  • Heightened ears
  • Speech
  • Lights
  • Noises / sounds Intent: Establish communication with the student

Emotion: Annoyed

Student

Action

  • Body language
  • Speech Intent: Studying

Emotion: Focused

🎙 OFFICE Breakout: “So, how did you feel about that?”

Deaf student: (no answer)

Robot

Action

  • Moving back and forth
  • Wheels Intent
  • Get the student’s attention
  • Commence relaxation exercise Emotion: Frustration

Student

Action

  • Looks up at the robot
  • Stays silent Emotion: Confused

🎙 OFFICE Breakout

Deaf student: “This robot is acting really weird. I have no idea what to think of this.”

  1. Design patterns for an interactive storytelling robot to support children’s engagement and agency, https://research.vu.nl/en/publications/design-patterns-for-an-interactive-storytelling-robot-to-support-/ ↩︎

  2. Design documentaries: inspiring design research through documentary film, https://dl.acm.org/doi/abs/10.1145/1142405.1142441 ↩︎

  3. Exploring future use: Scenario based design https://research.utwente.nl/en/publications/exploring-future-use-scenario-based-design/ ↩︎