RoboBuddy in the Classroom: Exploring LLM-Powered Social Robots for Storytelling in Learning and Integration Activities
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arXiv
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| Main Authors: | , , , |
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| Format: | Preprint |
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2025
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| _version_ | 1866908499420643328 |
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| author | Tozadore, Daniel Ertug, Nur Chaker, Yasmine Abderrahim, Mortadha |
| author_facet | Tozadore, Daniel Ertug, Nur Chaker, Yasmine Abderrahim, Mortadha |
| contents | Creating and improvising scenarios for content approaching is an enriching technique in education. However, it comes with a significant increase in the time spent on its planning, which intensifies when using complex technologies, such as social robots. Furthermore, addressing multicultural integration is commonly embedded in regular activities due to the already tight curriculum. Addressing these issues with a single solution, we implemented an intuitive interface that allows teachers to create scenario-based activities from their regular curriculum using LLMs and social robots. We co-designed different frameworks of activities with 4 teachers and deployed it in a study with 27 students for 1 week. Beyond validating the system's efficacy, our findings highlight the positive impact of integration policies perceived by the children and demonstrate the importance of scenario-based activities in students' enjoyment, observed to be significantly higher when applying storytelling. Additionally, several implications of using LLMs and social robots in long-term classroom activities are discussed. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2508_16706 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | RoboBuddy in the Classroom: Exploring LLM-Powered Social Robots for Storytelling in Learning and Integration Activities Tozadore, Daniel Ertug, Nur Chaker, Yasmine Abderrahim, Mortadha Computers and Society Artificial Intelligence Creating and improvising scenarios for content approaching is an enriching technique in education. However, it comes with a significant increase in the time spent on its planning, which intensifies when using complex technologies, such as social robots. Furthermore, addressing multicultural integration is commonly embedded in regular activities due to the already tight curriculum. Addressing these issues with a single solution, we implemented an intuitive interface that allows teachers to create scenario-based activities from their regular curriculum using LLMs and social robots. We co-designed different frameworks of activities with 4 teachers and deployed it in a study with 27 students for 1 week. Beyond validating the system's efficacy, our findings highlight the positive impact of integration policies perceived by the children and demonstrate the importance of scenario-based activities in students' enjoyment, observed to be significantly higher when applying storytelling. Additionally, several implications of using LLMs and social robots in long-term classroom activities are discussed. |
| title | RoboBuddy in the Classroom: Exploring LLM-Powered Social Robots for Storytelling in Learning and Integration Activities |
| topic | Computers and Society Artificial Intelligence |
| url | https://arxiv.org/abs/2508.16706 |