The Qui-Bot H2O project involves developing four educational sustainable robots and their associated software. Robots are equipped with HRI features such as voice recognition and color sensing, and they possess a humanoid appearance. The project highlights the social and ethical aspects of robotics applied to chemistry and industry 4.0 at an early age. Here, we report the results of an interactive study that involved 212 students aged within the range of 3-18. Our educational robots were used to measure the backgrounds, impact, and interest of students, as well as their satisfaction after interacting with them. Additionally, we provide an ethical study of the use of these robots in the classroom and a comparison of the interactions of humanoid versus non-humanoid educational robots observed in early childhood learning. Our findings demonstrate that these robots are useful in teaching technical and scientific concepts in a playful and intuitive manner, as well as in increasing the number of girls who are interested in science and engineering careers. In addition, major impact measures generated by the project within a year of its implementation were analyzed. Several public administrations in the area of gender equality endorsed and participated in the Qui-Bot H2O project in addition to educational and business entities.
Keywords: STEM; diversity; education; gender; human–robot interaction; inclusion; robotics; robots for learning; stereotypes.