Guidelines from research on interest development and human-robot interaction used in the design of the robot. Learning supports provided by the robot are indirect and, rather than targeting a specific mechanism or learning outcome, are in service of enhancing the social presence and effects of the robot.
| ID | Design guideline | Source of evidence |
| DE1 | Providing students with autonomy in activities and choosing educational materials | (53) |
| DE2 | Setting and monitoring reading goals | (54) |
| DE3 | Providing materials that align with student topic interests and ability and support skill development | (55) |
| DE4 | Providing a social partner that demonstrates interest in the reading activity | (23) |
| DE5 | Reading out loud to a social partner | (56) |
| DE6 | Having the robot maintain eye contact when speaking and averting its gaze while it is “thinking” | (31, 57) |
| DE7 | Providing tailored recommendations for content | (58) |
| DE8 | Making references to previous interactions | (36) |
| DE9 | Incorporating personal information, feelings, and beliefs into dialogue over time | (46) |