Maja Matarić Pioneered Socially Assistive Robotics

The robots could have conversations, play games, and respond to emotions.

Today the IEEE Fellow is a professor at USC. She studies how robots can help students with anxiety and depression undergo cognitive behavioral therapy. CBT focuses on changing a person’s negative thought patterns, behaviors, and emotional responses.

For her work, she received a 2025 Robotics Medal from MassRobotics, which recognizes female researchers advancing robotics. The Boston-based nonprofit provides robotics startups with a workspace, prototyping facilities, mentorship, and networking opportunities.

When receiving the award at the ceremony in Boston, Matarić was overcome with joy, she says.

“I’ve been very fortunate to be honored with several awards, which I am grateful for. But there was something very special about getting the MassRobotics medal, because I knew at least half the people in the room,” she says. “Everyone was just smiling, and there was a great sense of love.”

Seeing herself as an engineer

Matarić grew up in Belgrade, Serbia. Her father was an engineer, and her mother was a writer. After her father died when she was 16, Matarić and her mother moved to the United States.

She credits her father for igniting her interest in engineering, and her uncle who worked as an aerospace engineer for introducing her to computer science.

Matarić says she didn’t consider herself an engineer until she joined USC’s faculty, since she always had worked in computer science.

“In retrospect, I’ve always been an engineer,” Matarić says. “But I didn’t set out specifically thinking of myself as one—which is just one of the many things I like to convey to young people: You don’t always have to know exactly everything in advance.”

While pursuing her bachelor’s degree in computer science at the University of Kansas in Lawrence, she was introduced to industrial robotics through a textbook. After earning her degree in 1987, she had an opportunity to continue her education as a graduate student at MIT’s AI Lab (now the Computer Science and Artificial Intelligence Lab). During her first year, she explored the different research projects being conducted by faculty members, she said in a 2010 oral history conducted by the IEEE History Center. She met IEEE Life Fellow Rodney Brooks, who was working on novel reactive and behavior-based robotic systems. His work so excited her that she joined his lab and conducted her master’s thesis under his tutelage.

Inspired by the way animals use landmarks to navigate, Matarić developed Toto, the first navigating behavior-based robot. Toto used distributed models to map the AI Lab building where Matarić worked and plan its path to different rooms. Toto used sonar to detect walls, doors, and furniture, according to Matarić’s paper, “The Robotics Primer.”

After earning her master’s degree in AI and robotics in 1990, she continued to work under Brooks as a doctoral student, pioneering distributed algorithms that allowed a team of up to 20 robots to execute complex tasks in tandem, including searching for objects and exploring their environment.

Matarić earned her Ph.D. in AI and robotics in 1994 and joined Brandeis University, in Waltham, Mass., as an assistant professor of computer science. There she founded the Interaction Lab, where she developed autonomous robots that work together to accomplish tasks.

Three years later, she relocated to California and joined USC’s Viterbi School of Engineering as an assistant professor in computer science and neuroscience.

In 2002 she helped to found the Center for Robotics and Embedded Systems (now the Robotics and Autonomous Systems Center). The RASC focuses on research into human-centric and scalable robotic systems and promotes interdisciplinary partnerships across USC.

Matarić’s shift in her research came after she gave birth to her first child in 1998. When her daughter was a bit older and asked Matarić why she worked with robots, she wanted to be able to “say something better than ‘I publish a lot of research papers,’ or ‘it’s well-recognized,’” she says.

“In academia, you can be in a leadership role and still do research. It’s a wonderful and important opportunity that lets academics be on top of our field and also train the next generation of students and help the next generation of faculty colleagues.”

“Kids don’t consider those good answers, and they’re probably right,” she says. “This made me realize I was in a position to do something different. And I really wanted the answer to my daughter’s future question to be, ‘Mommy’s robots help people.’”

Matarić and her doctoral student David Feil-Seifer presented a paper defining socially assistive robotics at the 2005 International Conference on Rehabilitation Robotics. It was the only paper that talked about helping people complete tasks and learn skills by speaking with them rather than by performing physical jobs, she says.

Feil-Seifer is now a professor of computer science and engineering at the University of Nevada in Reno.

At the same time, she founded the Interaction Lab at USC and made its focus creating robots that provide social, rather than physical, support.

“At this point in my career journey, I’ve matured to a place where I don’t want to do just curiosity-driven research alone,” she says. “Plenty of what my team and I do today is still driven by curiosity, but it is answering the question: ‘How can we help someone live a better life?’”

In 2006 she was promoted to full professor and made the senior associate dean for research in USC’s Viterbi School of Engineering. In 2012 she became vice dean for research.

“In academia, you can be in a leadership role and still do research,” she says. “It’s a wonderful and important opportunity that lets academics be on top of our field and also train the next generation of students and help the next generation of faculty colleagues.”

Research in socially assistive robotics

One of the longest research projects Matarić has led at her Interaction Lab is exploring how socially assistive robots can help improve the communication skills of children with autism spectrum disorder. ASD is a lifelong neurological condition that affects the way people interact with others, and the way they learn. Children with ASD often struggle with social behaviors such as reading nonverbal cues, playing with others, and making eye contact.

Matarić and her team developed a robot, Bandit, that can play games with a child and give the youngster words of affirmation. Bandit is 56 centimeters tall and has a humanlike head, torso, and arms. Its head can pan and tilt. The robot uses two FireWire cameras as its eyes, and it has a movable mouth and eyebrows, allowing it to exhibit a variety of facial expressions, according to the IEEE Spectrum’s robots guide. Its torso is attached to a wheeled base.

The study showed that when interacting with Bandit, children with ASD exhibited social behaviors that were out of the ordinary for them, such as initiating play and imitating the robot.

Matarić and her team also studied how the robot could serve as a social and cognitive aid for elderly people and stroke patients. Bandit was programmed to instruct and motivate users to perform daily movement exercises such as seated aerobics.

Maja Matarić and doctoral student Amy O’Connell testing Blossom, which is being used to study how it can aid students with anxiety or depression.University of Southern California

Over the years, Matarić’s lab developed other robots including Kiwi and Blossom. Kiwi, which looked like an owl, helped children with ASD learn social and cognitive skills, helped motivate elderly people living alone to be more physically active, and mediated discussions among family members. Blossom, originally developed at Cornell, was adapted by the Interaction Lab to make it less expensive and personalizable for individuals. The robot is being used to study how it can aid students with anxiety or depression to practice cognitive behavioral therapy.

Matarić’s line of research began when she learned that large language model (LLM) chatbots were being promoted to help people with mental health struggles, she said in an episode of the AMA Medical News podcast.

“It is generally not easy to get [an appointment with a] therapist, or there might not be insurance coverage,” she said. “These, combined with the rates of anxiety and depression, created a real need.”

That made the chatbot idea appealing, she says, but she was interested to see if they were effective compared with a friendly robot such as Blossom.

Matarić and her team used the same LLMs to power CBT practice with a chatbot and with Blossom. They ran a two-week study in the USC dorms, where students were randomly assigned to complete CBT exercises daily with either a chatbot or the robot. Participants filled out a clinical assessment to measure their psychiatric distress before and after each session.

The study showed that students who interacted with the robot experienced a significant decrease in their mental state, Matarić said in the podcast, and students who interacted with the chatbot did not.

“Joining an [IEEE] society has an impact, and it can be personal. That’s why I recommend my students join the organization—because it’s important to get out there and get connected.”

She and her team also reviewed transcripts of conversations between the students and the robot to evaluate how well the LLM responded to the participants. They found the robot was more effective than the chatbot, even though both were using the same model.

Based on those findings, in 2024 Matarić received a grant from the U.S. National Institute of Mental Health to conduct a six-week clinical trial to explore how effective a socially assistive robot could be at delivering CBT practice. The trial, currently underway, also is expected to study how Blossom can be personalized to adapt to each user’s preferences and progress, including the way the robot moves, which exercises it recommends, and what feedback it gives.

During the trial, the 120 students participating are wearing Fitbits to study their physiologic responses. The participants fill out a clinical assessment to measure their psychiatric distress before and after each session.

Data including the participants’ feelings of relating to the robot, intrinsic motivation, engagement, and adherence will be assessed by the research team, Matarić says.

She says she’s proud of the graduate students working on this project, and seeing them grow as engineers is one of the most rewarding parts of working in academia.

“Engineers generally don’t anticipate having to work with human study participants and needing to understand psychology in addition to the hardcore engineering,” she says. “So the students who choose to do this research are just wonderful, caring people.”

Finding a community at IEEE

Matarić joined IEEE as a graduate student in 1992, the year she published her first paper in IEEE Transactions on Robotics and Automation. The paper, “Integration of Representation Into Goal-Driven Behavior-Based Robots,” described her work on Toto.

As a member of the IEEE Robotics and Automation Society, she says she has gained a community of like-minded people. She enjoys attending conferences including the IEEE International Conference on Robotics and Automation, the IEEE/RSJ International Conference on Intelligent Robots and Systems, and the ACM/IEEE International Conference on Human-Robot Interaction, which is closest to her field of research.

Matarić credits IEEE Life Fellow George Bekey, the founding editor in chief of the IEEE Transactions on Robotics, for recruiting her for the USC engineering faculty position. He knew of her work through her graduate advisor Brooks, who published a paper in the journal that introduced reactive control and the subsumption architecture, which became the foundation of a new way to control robots. It is his most cited paper. Bekey, who was editor in chief at the time, helped guide Brooks through the challenging review process. Matarić joined Brooks’s lab at MIT two years after its publication, and her work on Toto built on that foundation.

“Joining a society has an impact, and it can be personal,” she says. “That’s why I recommend my students join the organization—because it’s important to get out there and get connected.”