Effects of Cognitive Trainings with the Socially Assistive Robot “Pepper” vs. Tablet in Depressed Psychiatric Inpatients: A Randomized Controlled Pilot Trial

Abstract

Background: Depression is one of the most prevalent psychiatric disorders worldwide and is associated with substantial impairments in quality of life as well as a high burden on health care systems. In addition to established treatment approaches, digital interventions such as cognitive training supported by socially assistive robots (SARs) are gaining increasing relevance Aim: The aim of this doctoral dissertation was to investigate the effects of cognitive training delivered by the socially assistive robot “Pepper” compared to tablet-based training on depressive symptoms, attention and performance, acceptance and usability, and motivation in psychiatric inpatients with depression. In addition, sex- and age-related differences were examined. Methods: A randomized controlled pilot study was conducted with 32 psychiatric inpatients diagnosed with depression. Participants completed two training sessions either with the SAR “Pepper” providing motivational feedback or with a tablet without feedback. Outcomes were assessed using validated and self-developed questionnaires. Results: Both groups showed a reduction in depressive symptoms following the training period, with no significant group differences. No group-specific effects were observed for attention and performance. However, the SAR group reported significantly higher scores in “usability” and “perceived ease of use” scales. Sex-specific differences emerged irrespective of the intervention, particularly in self-reported attention and performance as well as in motivational dimensions. Qualitative feedback confirmed high acceptance and the socially supportive interaction experienced with the robot. Conclusion: The findings demonstrate the feasibility and high usability of SAR-supported cognitive training in acute psychiatric inpatient settings. To draw conclusions regarding clinical effects, longer intervention periods and larger sample sizes are required.

Datum der Bewilligung	2026
Originalsprache	Englisch
Gradverleihende Hochschule	Medizinische Universität Graz
Betreuer/-in	Nina Dalkner (Betreuer*in) & Eva Reininghaus (Betreuer*in)