"You've got a friend in me": Co-Designing a Peer Social Robot for Young Newcomers' Language and Cultural Learning

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.

Social robots have been widely explored as tools for autism intervention, yet this literature has focused predominantly on children and has rarely involved autistic adults as active contributors to design. This creates a mismatch between existing systems and the social-cognitive challenges autistic adults actually face in everyday life, including navigating ambiguous interpersonal contexts, managing conversational timing, and interpreting implied emotional meaning. To address this gap, we conducted an online focus group and co-design session with five autistic adults to explore what a social robot for social-cognition training should do, how it should interact, and under what conditions it would be genuinely useful. The 90-minute session combined open discussion with structured co-design activities on a shared digital whiteboard, and the resulting verbal and visual data were analysed using reflexive thematic analysis. The analysis yielded seven themes that define core design requirements: the robot should function as a scaffold rather than a substitute, prioritise authenticity over comfort, provide personalised and user-controlled feedback, accommodate emotional self-awareness gaps, respect privacy and contextual boundaries, support rehearsal for real-world social situations, and remain configurable in identity, form, and expression. Together, the findings suggest that autistic adults envision the robot not as a companion or live social assistant, but as a private, configurable rehearsal partner designed to support independence over time.

Early language development shapes children's later literacy and learning, yet many families have limited access to scalable, high-quality support at home. Recent advances in generative AI make it possible for social robots to move beyond scripted interactions and engage children in adaptive, conversational activities, but it remains unclear how to design such systems for pre-schoolers and how children engage with them over time in the home. We present ELLA (Early Language Learning Agent), an autonomous, generative AI-powered social robot that supports early language development through interactive storytelling, parent-selected language targets, and scaffolded dialogue. Using a multi-phased, human-centered process, we interviewed parents (n=7) and educators (n=5) and iteratively refined ELLA through twelve in-home design workshops. We then deployed ELLA with ten children for eight days. We report design insights from in-home workshops, characterize children's engagement and behaviors during deployment, and distill design implications for generative AI-powered social robots supporting early language learning at home.