Evaluating Student Acceptance and Engagement with a Humanoid Robot Tutor in a Formal Learning Environment

In this paper we explore the use of a humanoid robot named LINA as an educational tutor in primary schools. The study focuses on understanding student acceptance and engagement with LINA within a formal classroom setting, examining their reactions to both the robot itself and the educational activities it facilitated. Utilizing a combination of questionnaires, we investigated students' perceptions of LINA's appearance, voice, and instructional methods. The results demonstrate a positive overall picture, with students expressing appreciation for LINA's physical design, clear communication, and interactive learning activities. Despite finding some tasks moderately challenging, they reported high levels of engagement and enjoyment. The findings highlight the potential of social robots in education but emphasizes the importance of consid-ering design and social capabilities for effective implementation.