**Doodlebot: An Educational Robot for Creativity and AI Literacy** **Authors:** Randi Williams **Abstract:** The paper introduces Doodlebot, a mobile social robot designed for hands-on AI education in K-12 classrooms. Doodlebot aims to address the gap in educational tools suitable for young learners and those without programming expertise. The robot is designed to be reliable, user-friendly, and versatile, capable of serving as both a programmable artifact and a pedagogical agent. The authors describe the design process, highlighting its reliability, user-friendliness, and cost efficiency. They also present three example curricula: AI character design, autonomous robotics, and generative AI art, demonstrating Doodlebot's versatility. A preliminary user study with elementary school students found that the physical Doodlebot platform was as effective and user-friendly as the virtual version. The work offers insights into designing interactive educational robots that can inform future AI curricula and tools. **Keywords:** Social robots, education, creativity, collaboration **Background:** The paper discusses the importance of AI literacy for young people and the need for educational tools to make AI concepts accessible. It reviews existing educational robots and highlights the limitations of current platforms, such as high costs and narrow topic coverage. The authors emphasize the potential of Doodlebot in addressing these gaps. **Design Process:** Doodlebot is designed to be durable, easy to set up and maintain, and cost-effective. It features a liquid crystal display, stepper motors, a retractable pen, environmental sensors, and an onboard camera. The robot can perform autonomous navigation, draw using a mounted pen, and engage in social interactions through its screen, body, and optional Bluetooth speaker. **Use Cases:** Three learning use cases are developed: programming socially assistive robots, collaborative generative drawing, and Frientelligent (multi-agent autonomous navigation). These cases cover a range of AI topics and pedagogical approaches, including natural interaction, creativity, and multi-agent coordination. **User Study:** A user study with primary and middle school students evaluates the effectiveness of the Autonomous Navigation Curriculum. The study compares the physical and virtual Doodlebot interfaces, finding that both are equally user-friendly and engaging. The physical Doodlebot was slightly preferred, but the virtual interface offers more flexibility in map design. **Discussion:** The paper discusses the importance of collaboration with educators in designing classroom-ready educational robots, enhancing cost-effectiveness, and ensuring that robots are effective and engaging. The positive feedback from the pilot study suggests that Doodlebot can be a valuable tool for AI education in K-12 classrooms. **Conclusion:** Doodlebot is introduced as a mobile, social, drawing robot designed for K-12 AI curricula. The paper highlights the importance of reliability, user-friendliness, and versatility in the design process. Future work will focus on validating the platform through more extensive studies and collecting long-term student interaction and learning**Doodlebot: An Educational Robot for Creativity and AI Literacy** **Authors:** Randi Williams **Abstract:** The paper introduces Doodlebot, a mobile social robot designed for hands-on AI education in K-12 classrooms. Doodlebot aims to address the gap in educational tools suitable for young learners and those without programming expertise. The robot is designed to be reliable, user-friendly, and versatile, capable of serving as both a programmable artifact and a pedagogical agent. The authors describe the design process, highlighting its reliability, user-friendliness, and cost efficiency. They also present three example curricula: AI character design, autonomous robotics, and generative AI art, demonstrating Doodlebot's versatility. A preliminary user study with elementary school students found that the physical Doodlebot platform was as effective and user-friendly as the virtual version. The work offers insights into designing interactive educational robots that can inform future AI curricula and tools. **Keywords:** Social robots, education, creativity, collaboration **Background:** The paper discusses the importance of AI literacy for young people and the need for educational tools to make AI concepts accessible. It reviews existing educational robots and highlights the limitations of current platforms, such as high costs and narrow topic coverage. The authors emphasize the potential of Doodlebot in addressing these gaps. **Design Process:** Doodlebot is designed to be durable, easy to set up and maintain, and cost-effective. It features a liquid crystal display, stepper motors, a retractable pen, environmental sensors, and an onboard camera. The robot can perform autonomous navigation, draw using a mounted pen, and engage in social interactions through its screen, body, and optional Bluetooth speaker. **Use Cases:** Three learning use cases are developed: programming socially assistive robots, collaborative generative drawing, and Frientelligent (multi-agent autonomous navigation). These cases cover a range of AI topics and pedagogical approaches, including natural interaction, creativity, and multi-agent coordination. **User Study:** A user study with primary and middle school students evaluates the effectiveness of the Autonomous Navigation Curriculum. The study compares the physical and virtual Doodlebot interfaces, finding that both are equally user-friendly and engaging. The physical Doodlebot was slightly preferred, but the virtual interface offers more flexibility in map design. **Discussion:** The paper discusses the importance of collaboration with educators in designing classroom-ready educational robots, enhancing cost-effectiveness, and ensuring that robots are effective and engaging. The positive feedback from the pilot study suggests that Doodlebot can be a valuable tool for AI education in K-12 classrooms. **Conclusion:** Doodlebot is introduced as a mobile, social, drawing robot designed for K-12 AI curricula. The paper highlights the importance of reliability, user-friendliness, and versatility in the design process. Future work will focus on validating the platform through more extensive studies and collecting long-term student interaction and learning