The increasing integration of social robots in education and learning underscores the need for a deeper understanding of the factors influencing their acceptance. The current pilot study investigates students’ acceptance of educational social robots, focusing on Pepper, which was presented through both voice recording and video clip. A sample of 20 students aged 11 to 13 was exposed to both audio and audiovisual stimuli depicting Pepper and subsequently asked to complete a modified version of the Robot Acceptance Questionnaire (RAQ), adapted for educational purposes (RAQ-RL). The results indicate that both participants’ gender and the mode of robot presentation significantly impact the acceptance of the proposed educational robot. In particular, male students were more willing (p = .011) to interact with the robot and rated him more positively than females in terms of hedonic qualities – feeling (p = .026) and intelligibility of the voice (p = .025) Additionally, the video clip presentation modality was preferred over the voice presentation modality.