Iris Howley

Papers

Total Citations

163

H-Index

About

Iris Howley is a leading researcher at the intersection of human-computer interaction, educational technology, and social robotics. Her work investigates how social agents—particularly robots and virtual characters—can transform learning environments by addressing the psychological barriers students face. Howley’s most cited paper, “Can a Social Robot Stimulate Science Curiosity in Classrooms?” (2015, 126 citations), demonstrates that robots can spark scientific inquiry and engagement among young learners. Her equally influential study, “Effects of Social Presence and Social Role on Help-Seeking and Learning” (2014, 37 citations), reveals a critical insight: the unique social presence of robots reduces student evaluation anxiety, allowing learners to seek help more freely while still receiving effective instructional guidance. Howley further shows that the social role of the instructor—whether human or robotic—shapes the prevalence of evaluation apprehension. By designing systems that lower the emotional stakes of asking for help, she has advanced our understanding of how technology can foster more inclusive, supportive learning. Her work bridges social psychology and artificial intelligence, offering practical pathways for building educational tools that empower rather than intimidate.