Education systems are currently in a state of uncertainty in the face of the changes and complexities that have accompanied SARS‐CoV2, leading to new directions in educational models and curricular reforms. Video‐based Intervention (VBIs) is a form of observational learning based on social learning theory. Thus, this study aims to make use of a humanoid robot called NAO, which has been used in educational interventions for children with autism spectrum disorder. Integrating it in video‐based interventions. This study aims to characterize, in an everyday context, the medi-ating role of the NAO robot presented in group videoconferences to stimulate video‐based on observational learning for children with cognitive and social communication deficits. The children in the study demonstrated a minimal ability to understand simple instructions. This qualitative study was applied to three children with autism spectrum disorder (ASD), level III special education students at Center for Special Basic Education (CEBE) in the city of Arequipa, Perú. Likewise, an in-strument was designed for assessment of the VBIs by a group of psychologists. The results showed that the presence of the NAO robot in the VBIs successfully stimulated their interaction capabilities.
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