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Extensive research has been conducted on educational robotics (ER) platforms to explore their usage across different educational levels and assess their effectiveness in achieving desired learning outcomes. However, the existing literature has a limitation in regard to addressing learners’ specific preferences and characteristics regarding these platforms. To address this gap, it is crucial to encourage learners’ active participation in the design process of robotic platforms. By incorporating their valuable feedback and preferences and providing them with platforms that align with their interests, we can create a motivating environment that leads to increased engagement in science, technology, engineering and mathematics (STEM) courses and improved learning outcomes. Furthermore, this approach fosters a sense of absorption and full engagement among peers as they collaborate on assigned activities. To bridge the existing research gap, our study aimed to investigate the current trends in the morphology of educational robotics platforms. We surveyed students from multiple schools in Greece who had no prior exposure to robotic platforms. Our study aimed to understand students’ expectations of an ideal robotic companion. We examined the desired characteristics, modes of interaction, and socialization that students anticipate from such a companion. By uncovering these attributes and standards, we aimed to inform the development of an optimal model that effectively fulfills students’ educational aspirations while keeping them motivated and engaged.

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