Supporting Productivity Skill Development in College Students through Social Robot Coaching: A Proof-of-Concept

Supporting Productivity Skill Development in College Students through Social Robot Coaching: A Proof-of-Concept Himanshi Lalwani1 and Hanan Salam1 Abstract— College students often face academic challenges that hamper their productivity and well-being. Although self- help books and productivity apps are popular, they often fall short. Books provide generalized, non-interactive guidance, and apps are not inherently educational and can hinder the development of key organizational skills. Traditional produc- tivity coaching offers personalized support, but is resource- intensive and difficult to scale. In this study, we present a proof-of-concept for a socially assistive robot (SAR) as an educational coach and a potential solution to the limitations of existing productivity tools and coaching approaches. The SAR delivers six different lessons on time management and task prioritization. Users interact via a chat interface, while the SAR responds through speech (with a toggle option). An integrated dashboard monitors progress, mood, engagement, confidence per lesson, and time spent per lesson. It also offers personalized productivity insights to foster reflection and self- awareness. We evaluated the system with 15 college students, achieving a System Usability Score of 79.2 and high ratings for overall experience and engagement. Our findings suggest that SAR-based productivity coaching can offer an effective and scalable solution to improve productivity among college students. I. INTRODUCTION Transitioning to college is a critical period marked by both exciting opportunities and significant challenges. Many students leave the comfort of home for the first time and suddenly find themselves responsible for regulating their sleep, daily routines, and overall lifestyle, all while adapting to a new and often overwhelming environment [1]. Alongside these personal adjustments, college students face a host of academic stressors, ranging from heavy course loads and intense studying to classroom competition, financial concerns, and familial pressures, which can severely impact their overall productivity and academic performance [2], [3]. These academic challenges are closely linked to mental health concerns; research shows that approximately 20% of college students worldwide develop mental health disorders during their first year, with first-generation students and minority groups reporting even greater obstacles [4], [5]. For example, first-generation students have noted statistically significant higher incidences of issues such as balancing job and family responsibilities, lacking essential study skills, and experiencing heightened feelings of stress and depression [6], while women and non-binary students also report increased stress levels compared to their peers [7], [8]. Hence, enhanc- ing productivity through tailored strategies becomes crucial 1SMART Lab, Department of Computer Science, New York University, Abu Dhabi hanan.salam@nyu.edu, himanshi.lalwani@nyu.edu not only for academic success, but also for improving overall well-being of college students. Building on these challenges, many productivity applica- tions and self-help books have emerged to help students manage their time, reduce stress, and stay focused. Apps like Google Calendar1, Notion2, and Forest3 offer convenient digital support for organizing tasks and maintaining focus. However, while these tools assist with structure, they are not inherently educational—they do not teach the cognitive or behavioral strategies needed to build sustainable productivity habits. Relying too heavily on these apps can not only limit opportunities to develop core organizational skills but also result in wasted time due to constant app switching [9], [10]. In contrast, productivity books offer educational value by providing deeper insights into habit formation and productivity-related challenges. Yet, these books often follow a one-size-fits-all approach, lacking personalization or contextual relevance [11]. Some may offer outdated or unsci- entific advice, and without interactive support, users are left to independently interpret, select, and implement strategies [12], [13]. This places a high burden of responsibility and self-discipline on the reader, which can be challenging for students already struggling with executive function. Given the shortcomings of traditional productivity appli- cations and self-help books, coaching has become a promis- ing avenue for providing personalized support to students. Student success centers have begun to appear across uni- versity campuses, aiming to deliver a range of services including tutoring, mentoring, academic coaching, and sup- plemental instruction [14]. When delivered effectively, these programs can boost essential skills such as self-efficacy, self- awareness, self-regulation, motivation, and goal-setting, all of which are crucial for sustaining productivity and academic success [15], [16]. However, intensive support pr

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