Embed integration elements in the robot's persona and background so multicultural inclusion is addressed within regular activities¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The authors intrinsically added integration elements to the robot's personality and background rather than running separate inclusion activities. Examples include the robot coming from another planet and asking children for help with its integration, and sentences reinforcing that background. When the robot mispronounced words in children's languages, the authors explained it was still learning, a workaround "perceived as a factor of empathy by the children towards the robot". Children's drawings suggested they recognized these embedded elements without being directly prompted.

Design Implications¶

Context¶

Requirements¶

• The strategy was implemented through prompts defining the robot's persona and background, with human approval of generated content before it reached the robot

Constraints¶

• The authors state a deeper analysis is required on the topic of children's perception of inclusion elements

Target Learners¶

• multicultural primary-school students (20 nationalities in the study)

Target Learning Goals¶

• social inclusion and integration
• empathy
• valuing peers' primary languages

Related Strategies¶

• Inclusive Cultural Response
• Maintaining an Inclusive Curriculum
• Integrate tutoring into the regular school day rather than scheduling it outside instructional time
• Representation of Diverse Perspectives and Identities
• Integrate computational thinking into existing disciplinary teaching across grade bands rather than adding it on

Examples¶

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Key Sources¶

• Tozadore, D., Ertug, N., Chaker, Y., & Abderrahim, M. (2025). RoboBuddy in the Classroom: Exploring LLM-Powered Social Robots for Storytelling in Learning and Integration Activities. https://arxiv.org/abs/2508.16706. doi:10.48550/arxiv.2508.16706