The influence of computer science is increasingly present in today’s life. To prepare students adequately for the challenges of an increasingly digital world an early education on this topic is necessary. Robots are a playful access for students, as they are an illustrative and practical example of many important computer science concepts. In this paper we present the results of multiple studies on the design and functions of robots for the education of students between the ages of 11 and 13. We both accompanied and designed teaching units with mobile and humanoid robots over multiple weeks. In these units we observed how students were able to learn concepts of computer science if they were explained with the help of a robot and how their perceptions of the robot changed over time. We further conducted an interview survey with the students as well as uninvolved adults (ages 18 to 35) to determine possible differences in design and functionality choices for robots. We found that contact to robots helps students to gain a sense of familiarity towards digital concepts, that students were able to transfer knowledge from the known robot to a new task and that there is a clear difference between the perception of robots in adults and young students.