In the context of multicultural information, to explore and analyze the use effect of voice interactive educational robot in the classroom of adolescent students, and the physical and mental impact of movie characters on adolescent students, and to lay the foundation for studying the positive development of adolescents, under the guidance of positive psychology theory, the relationship between positive psychology and adolescent mental health is analyzed, the application of adolescent educational robot is discussed, and the relationship between adolescent educational robot combined with movies characters and positive development of adolescent is analyzed. The questionnaire is used to collect data, including the questionnaire on the influence of movie characters on the positive development of adolescents, the questionnaire of pre- and postpopularization of artificial intelligence in primary and secondary schools, and the satisfaction questionnaire of voice interactive educational robot. The reliability and validity of the questionnaire are analyzed. The results show that students who watch more than 20 movies are 20% in grade one and that is only 10% in grade three. 79% of the students think that the movie characters have an impact on themselves. The distribution of the number of the grade two students exposed to the movie is relatively uniform, 40% of them watch 10-20 movies, and 82% of them think that the movie characters have an impact on themselves; the Cronbach coefficient of classroom satisfaction questionnaire is 0.929 > 0.9, the average value of the correlation of total correction items of the corresponding item is 0.612 > 0.5, the Kaiser–Meyer–Olkin measurement value is 0.812 > 0.6, and the Sig value is 0.000 < 0.05, indicating that the reliability and validity of the questionnaire are very high and 92.3% of the students are very satisfied with the classroom. This shows that voice interactive educational robot combined with movie characters can promote the positive development of adolescents.