Co-designing a Social Robot for Newcomer Children's Cultural and Language Learning

Abstract

Newcomer children face barriers in acquiring the host country's language and literacy programs are often constrained by limited staffing, mixed-proficiency cohorts, and short contact time. While Socially Assistive Robots (SARs) show promise in education, their use in these socio-emotionally sensitive settings remains underexplored. This research presents a co-design study with program tutors and coordinators, to explore the design space for a social robot, Maple. We contribute (1) a domain summary outlining four recurring challenges, (2) a discussion on cultural orientation and community belonging with robots, (3) an expert-grounded discussion of the perceived role of an SAR in cultural and language learning, and (4) preliminary design guidelines for integrating an SAR into a classroom. These expert-grounded insights lay the foundation for iterative design and evaluation with newcomer children and their families.

Figures (3)

• Figure 1: The Maple robot prototype.
• Figure 2: Suggested storyboard with vocabulary learning, grounded in a storyboard with animals. Key point of being polite to people around you (in this case, the bus driver)
• Figure 3: Illustration showing a potential triadic ‘tutor–child–robot’ interaction