Understanding Social Presence and Artificial Intimacy Through Children’s Interactions with an AI Companion Robot

As artificial intelligence (AI) becomes increasingly embedded within educational settings, there is growing recognition of the need for evidence-informed approaches to AI education. While existing research has largely focused on AI literacy, computational thinking, and technological competencies, less attention has been given to how children experience AI as a social presence. This paper presents findings from a qualitative case study examining interactions between 43 children aged four to five years and an AI companion robot, Eilik, within two Reception classrooms in England. Drawing on ethnographic observations, informal semi-structured interviews, and children's graphic elicitations, the study explores how social presence, anthropomorphism, artificial intimacy, and belonging were constructed during child-initiated play. Findings indicate that children consistently interpreted the robot as a socially meaningful participant rather than a technological artefact. They attributed emotions, intentions, friendship, and relational value to the robot whilst simultaneously demonstrating awareness of its artificial nature. The study argues that evidence-informed AI education must extend beyond technical understandings of AI to include the social, emotional, and developmental implications of children's interactions with increasingly human-like technologies. Implications for educational practice, AI literacy, and future research are discussed.