Programming social robots is challenging for novice robot programmers due to required expertise in planning, interaction design, and programming. While large language models (LLMs) hold significant promise through code generation from natural-language descriptions, they can obscure critical elements of programming and supplant designer intent, eventually resulting in over-reliance instead of developing programming skills. In this paper, we explore how LLM-based social-robot-programming tools can support novice robot programmers through a Research through Design (RtD) process. We designed and prototyped Robo-Blocks, a block-based programming environment that leverages LLMs to offer novice robot programmers generative scaffolding through structured narratives that connect high-level ideas to executable robot behaviors. Through deployment with novices, we discovered emerging user personas and usage patterns for generative scaffolding and showed how this scaffolding shapes end-user design and programming strategies. We present design insights for the effective use of generative scaffolding and its integration into the practice of social-robot programming.
Computational thinking (CT) is increasingly promoted as a core literacy, yet learners and teachers face challenges in connecting abstract program logic to meaningful outcomes. We design and evaluate RoboBlockly Studio, an integrated interactive system that combines block-based programming, a conversational AI teaching agent, and embodied robot execution. RoboBlockly Studio creates a tight iterative loop of authoring, running, observing, and revising. Informed by interviews with five programming teachers, the system was designed to support four goals: (1) preserving learner agency in computational thinking, (2) making program behavior transparent and interpretable, (3) grounding programming in embodied, classroom-aligned tasks, and (4) scaffolding reflection through pedagogically grounded AI dialogue. We deployed RoboBlockly Studio with 32 high school students, observing how robot and AI feedback influenced students' interactions with code, reflections on problem-solving strategies, and understanding of CT concepts. We discuss design insights and implications for creating interactive, embodied learning environments that integrate AI and robotics to support CT learning in computing education.
Large language models can produce locally plausible social turns, but fluent next-turn generation is not enough for social simulation. Human encounters such as restaurant lunches and hotel check-ins are bounded social episodes with roles, scripts, material state, obligations, commitments, timing, and closure conditions. We present EpisodeSim, a hybrid LLM-agent architecture that represents classic-AI structures as natural-language control state interpreted by LLM calls. A World Master maintains shared reality, constructs scenes, adjudicates proposed actions, tracks effects and obligations, and controls closure. Experiments with small qualitative ablations on two held-out settings support a design claim: LLM fluency supplies local texture, but coherent social simulation benefits from persistent classic-AI-style scaffolding that organizes behavior over time.
Large language models (LLMs) have recently emerged as a promising tool for automating robot design from high-level specifications, yet they remain ineffective for robots operating under complex physical interactions. This limitation stems from the gap between language-based reasoning and the physical consequences of embodiment, often resulting in designs with low physical validity. In this work, we propose a multi-layered framework, AID-SR, that establishes a closed loop by translating simulator-observed physical states into structured feedback for the LLM designer. Combined with semantic critique, human feedback, and iterative refinement, the framework promotes the generation of physically feasible and functionally meaningful robot designs. We evaluate our approach on tendon-driven continuum robots across a benchmark of 14 tasks spanning reaching, grasping, locomotion, and manipulation. The proposed framework achieves 96.2% rate for passing the simulation feasibility check and by applying a common reinforcement learning training, 26.7% robots can successfully fulfill the corresponding task. We then fabricate three designed robots of AID-SR that successfully complete the task in real-world. These extensive experiments across simulation and real-world environments demonstrate and break the wall of utilizing the LLMs for automated design of continuum robots. The source code and experimental resources are publicly available at https://github.com/UNITES-Lab/AID-SR.