A Child–Robot Interaction Framework for Designing Inclusive Educational Robotics in Resourced Classrooms: (Robo-ICARE)

Abstract

This study presents Robo-ICARE (Robotics-Inclusive Child-Centered Approach for Robotics in Education), a Child–Robot Interaction (cHRI) framework for designing inclusive educational robotics in under-resourced and multigrade classroom contexts. The framework addresses gaps in existing educational robotics approaches by integrating user-centered design, affective expressiveness, pedagogical alignment and inclusivity, with particular attention to learner variability and contextual constraints. Robo-ICARE comprises six interrelated design dimensions—embodiment, interactivity, intelligence, pedagogical alignment, inclusivity, and user-centered process—intended to guide the design implementation, and evaluation of educational robots in authentic classroom environments. The framework is operationalized and empirically examined through a case study involving COODI, a low-cost and emotionally expressive educational robot co-designed with students and teachers in rural Chile. The study follows a primarily qualitative, exploratory design-based research approach, supported by descriptive quantitative measures. Empirical evaluation with 49 participants focuses on usability, user experience, engagement, and emotional acceptance, rather than on causal measurement of learning gains. The findings indicate that the proposed framework supports the design of emotionally engaging and context-sensitive educational robotics experiences that are feasible in low-resource settings. Overall, this work contributes a design-guiding, empirically grounded framework that bridges child–robot interaction theory and educational practice, offering a replicable approach for inclusive educational robotics in under-resourced classroom contexts.