Dannecker, AchimGómez Chova, LuisGonzález Martínez, CheloLees, Joanna2025-02-102024978-84-09-59215-910.21125/inted.2024.0908https://irf.fhnw.ch/handle/11654/48251The paper presents a novel approach to digitizing classroom quizzes using the humanoid robot Pepper in conjunction with the Kahoot! platform. The study explores the effectiveness of Pepper in hosting quizzes in a bachelor's degree program, comparing the traditional lecturer-led approach to one facilitated by Pepper. It includes quantitative and qualitative feedback from students, highlighting the impact of Pepper on the quiz experience. The research further delves into the nuances of Pepper's interaction, especially its capability to deliver potentially rude responses. An experimental setup is described where students evaluate Pepper's responses, both written and spoken, using a five-point scale ranging from 'very funny' to 'offensive'. The study finds that Pepper's spoken responses are perceived differently compared to written ones, with certain responses considered funnier or more unpleasant when delivered by Pepper. The paper discusses the implications of these findings, offering insights into how humanoid robots can enhance learning experiences and student engagement in digital learning environments. This research contributes to the growing field of educational technology by demonstrating the potential of integrating humanoid robots into classroom activities, not only for administrative efficiency but also for enhancing student engagement and learning outcomes.enHumanoid robotPepperKahootdigitizationhuman robot interaction330 - Wirtschaft04B - Beitrag Konferenzschrift3417-3425