[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-151633-en":3,"doc-seo-151633-105":30,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},151633,962075114765,"Quinn","https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd",8,"Research & Report","Our Coding Adventure - Using LLMs to Personalise the Narrative of a Tangible Programming Robot for Preschoolers","Balancing the use of Large Language Models (LLMs) in education is challenging due to risks of poor model understanding and overexposure for vulnerable learners, especially young children affected by pervasive screen time. This work develops, via action research, an early formalised process to rapidly prototype Cubetto game stories and personalized teacher narratives. The method is reproducible through open-weight models and model-agnostic by testing five LLMs, documenting prompts, outcomes, and evaluation. Results support teacher aid use while avoiding direct LLM interaction with children, addressing consistency and hallucination issues.","Our Coding Adventure: Using LLMs to Personalise the Narrative of a Tangible Programming Robot for Preschoolers  \nMartin Ruskov  \nDepartment of Languages, Literatures, Cultures and Mediations, University of Milan, Piazza Sant’Alessandro 1, 20123 Milan, Italy  \nAbstract  \nFinding balanced ways to employ Large Language Models (LLMs) in education is a challenge due to inherent risks of poor understanding of the technology and of a susceptible audience. This is particularly so with younger children, who are known to have difficulties with pervasive screen time. Working with a tangible programming robot called Cubetto, we propose an approach to benefit from the capabilities of LLMs by employing such models in the preparation of personalised storytelling, necessary for preschool children to get accustomed to the practice of commanding the robot. We engage in action research to develop an early version of a formalised process to rapidly prototype game stories for Cubetto. Our approach has both reproducible results, because it employs open weight models, and is model-agnostic, because we test it with 5 different LLMs. We document on one hand the process, the used materials and prompts, and on the other the learning experience and outcomes. We deem the generation successful for the intended purposes of using the results as a teacher aid. Testing the models on 4 different task scenarios, we encounter issues of consistency and hallucinations and document the corresponding evaluation process and attempts (some successful and some not) to overcome these issues. Importantly, the process does not expose children to LLMs directly. Rather, the technology is used to help teachers easily develop personalised narratives on children’s preferred topics. We believe our method is adequate for preschool classes and we are planning to further experiment in real-world educational settings.  \nKeywords  \ntangible programming, preschool education, LLM storytelling, open weights models  \n1. Introduction  \nEmploying Large Language Models (LLMs) in education is not a straightforward task [1]. It is particularly challenging with younger children, who are already known to have difficulties with pervasive screentime [2] . At the same time, exactly in the early stages of education, children are very different and less used to a standardised educational process. They are less familiar to the abstractions necessary to develop early-stage competences in science, technology, engineering and mathematics (STEM) . To illustrate this, already a non-trivial question is “Why should I program a robot to go somewhere, when I can put it there myself?” and they are not much appreciative of the need to develop computational thinking [3] .  \nOur contribution is in the context of Cubetto, a physical programming platform: a robot travelling on wheels and a control board with physically-insertable command blocks [4] . Whereas the creatorprovided teaching materials accompanying Cubetto aim to teach how to use Cubetto, including physical and creative activities for children [5], they leave it to teachers to elaborate the extensive repetition that would allow children to get accustomed to the robot. We set out from the premise that such getting used to Cubetto and its control is an important prerequisite for its adoption. Thus, we propose an approach to support pre-school teachers in developing the educational storytelling necessary to engage children  \nwith the learning activity. This is inspired by the narrative success of AI Dungeon, an interactive platform that engages users with ChatGPT to collaboratively create narrative experiences [6] . Using  \nD-SAIL Workshop- Transformative Curriculum Design: Digitalisation, Sustainability, and AI Literacy for 21st Century Learning, July 22, 2025, Palermo, Italy  \n$ [martin.ruskov@unimi.it](martin.ruskov@unimi.it) (M. Ruskov)  \n􀀚 0000-0001-5337-0636 (M. Ruskov)  \n © 2025 Copyright for this paper by its authors. Use permitted under Creative Co","cbCaiqYyOLU2VOYw","https://ap.wps.com/l/cbCaiqYyOLU2VOYw","pdf",2073027,1,10,"English","en",105,"# Introduction\n# Background","[{\"question\":\"Why is using LLMs in education especially difficult for preschool-aged children?\",\"answer\":\"LLMs can be misunderstood and carry risks, and younger children are already known to struggle with pervasive screen time. The educational process also lacks standardisation at very early stages, making abstraction harder.\"},{\"question\":\"What is the proposed approach for using LLMs with the Cubetto robot?\",\"answer\":\"The approach uses LLMs to prepare personalised storytelling that helps teachers guide children in learning to command the robot. It focuses on developing game stories through a formalised, rapid prototyping process for preschool use.\"},{\"question\":\"How was the method evaluated and what issues were observed?\",\"answer\":\"The process was tested on four different task scenarios using five different LLMs. Evaluation documented attempts to address issues such as consistency problems and hallucinations, with some solutions successful and others not.\"}]","Our Coding Adventure - Using LLMs to Personalise the Narrative of a Tangible Programming Robot for Preschoolers | PDF",1787845931,25,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":87,"head_meta":89,"extra_data":91,"updated_unix":28},"our-coding-adventure-using-llms-to-personalise-the-narrative-of-a-tangible-programming-robot-for-preschoolers","",{"@graph":36,"@context":86},[37,54,69],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/research-report/",3,{"item":52,"name":13,"@type":43,"position":53},"https://docshare.wps.com/document/our-coding-adventure-using-llms-to-personalise-the-narrative-of-a-tangible-programming-robot-for-preschoolers/151633/",4,{"url":52,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":23,"description":14,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-09-05","2026-08-27",true,{"@type":66,"interactionType":67,"userInteractionCount":20},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82],{"name":73,"@type":74,"acceptedAnswer":75},"Why is using LLMs in education especially difficult for preschool-aged children?","Question",{"text":76,"@type":77},"LLMs can be misunderstood and carry risks, and younger children are already known to struggle with pervasive screen time. The educational process also lacks standardisation at very early stages, making abstraction harder.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"What is the proposed approach for using LLMs with the Cubetto robot?",{"text":81,"@type":77},"The approach uses LLMs to prepare personalised storytelling that helps teachers guide children in learning to command the robot. It focuses on developing game stories through a formalised, rapid prototyping process for preschool use.",{"name":83,"@type":74,"acceptedAnswer":84},"How was the method evaluated and what issues were observed?",{"text":85,"@type":77},"The process was tested on four different task scenarios using five different LLMs. Evaluation documented attempts to address issues such as consistency problems and hallucinations, with some solutions successful and others not.","https://schema.org",{"og:url":52,"og:type":88,"og:title":13,"og:site_name":59,"og:description":14},"article",{"robots":90,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":93},[94,98,102,106,111,116,121,124,129,132,135],{"id":20,"doc_module":4,"doc_module_name":46,"category_name":95,"show_sort_weight":96,"slug":97},"Story & Novel",90,"story-novel",{"id":47,"doc_module":4,"doc_module_name":46,"category_name":99,"show_sort_weight":100,"slug":101},"Literature",80,"literature",{"id":53,"doc_module":4,"doc_module_name":46,"category_name":103,"show_sort_weight":104,"slug":105},"Exam",70,"exam",{"id":107,"doc_module":4,"doc_module_name":46,"category_name":108,"show_sort_weight":109,"slug":110},5,"Comic",60,"comic",{"id":112,"doc_module":4,"doc_module_name":46,"category_name":113,"show_sort_weight":114,"slug":115},6,"Technology",50,"technology",{"id":117,"doc_module":4,"doc_module_name":46,"category_name":118,"show_sort_weight":119,"slug":120},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":122,"slug":123},30,"research-report",{"id":125,"doc_module":4,"doc_module_name":46,"category_name":126,"show_sort_weight":127,"slug":128},9,"Religion & Spirituality",20,"religion-spirituality",{"id":127,"doc_module":4,"doc_module_name":46,"category_name":130,"show_sort_weight":127,"slug":131},"World Cup","world-cup",{"id":21,"doc_module":4,"doc_module_name":46,"category_name":133,"show_sort_weight":21,"slug":134},"Lifestyle","lifestyle",{"id":136,"doc_module":4,"doc_module_name":46,"category_name":137,"show_sort_weight":107,"slug":138},19,"General","general"]