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Humanoid robots are being used in some schools, however, research on the use of these robots is relatively new. In this three-year study, humanoid robots were deployed in 10 schools, involving 29 teachers across early childhood to Year 10. This study aimed to ascertain teachers’ perceptions of the benefits and challenges, the pedagogical practices that helped with student engagement, and where the robots fitted in the curriculum. Through multiple case studies, teachers’ views were explored and results from the study supports the deployment of humanoid robots. The study advocates a constructivist inquiry approach to using humanoid robots across the curriculum.

Through the use of humanoid robots, a rural school in South Australia has included both Aboriginal and non-Aboriginal people in embedding the "sleeping" language of the traditional owners of the land (the Narungga people) into the classroom. Aboriginal and non-Aboriginal students worked with virtual and real humanoid robots to develop in parallel both their programming skills and their understanding of the Narungga language and culture. This research is part of a larger three-year study investigating the impact of humanoid robots on students' learning and engagement and draws on questionnaires, interviews and journals from the educators. The study demonstrated how pride and interest in Aboriginal culture can be partially reclaimed using these inclusive and adaptive technologies. Simultaneously, students and educators were learning two languages; the coding language required to program the robot and the Narungga language.