In a pilot study carried out in March 2025 in a primary school in Slovenia, we explored the possibility of integrating a humanoid robot, Alpha Mini, into the classroom to support learning using the generative artificial intelligence ChatGPT. 38 students in the last three years of school, aged between 12 and 15, took part in the study. The purpose of the study was to explore students' perceptions of the robot as a digital learning assistant and the challenges and opportunities of using it in a real learning environment without prior demonstration or familiarisation with the robot.

Students worked through the learning worksheet, while they could ask the robot questions if they were unclear. Alpha Mini answered them with the help of ChatGPT artificial intelligence, which was integrated into the robot's operation. The quality of the answers was mostly satisfactory, as the robot answered the questions in a meaningful way and in line with the learning objectives. Problems arose mainly in the organisation of the communication, as the robot was not able to answer several learners at the same time, which led to congestion and reduced interaction efficiency.

Observations of students at work showed a varied acceptance of technology. Some students showed great enthusiasm and curiosity and actively participated in the conversation with the robot, while others showed reticence or even disinterest in interacting with it. Another interesting phenomenon was the disengagement from the learning content: some students started to ask the robot questions that were not related to the work task, which shows the importance of predefined rules of use and the role of the teacher as a facilitator of the interaction.

The results of the pilot study confirm that the integration of humanoid robots with artificial intelligence in the classroom has the potential to increase students' motivation and interest, while revealing important challenges such as technical limitations, directing students' attention and varying responses according to individual preferences. The study provides a valuable starting point for further research on the use of advanced technologies in education, especially in the context of personalised learning and digital didactics.

Keywords: Artificial intelligence in education, humanoid robot, primary education, digital didactics, human-robot interaction.