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Research on social robots has already shown benefits for students\u2019 learning outcomes and experience. In this context, changes in students\u2019 attitudes and behavior over time remain unexplored but may potentially influence the learning process. To address this issue, we conducted a long-term field experiment by integrating a robot-supported tutoring into an existing university course in the STEM area during one semester with five tutoring sessions. Our results show that the learners\u2019 perception of the robot changes over time and indicates a Novelty Effect as well as a Mere-Exposure Effect on relevant scales. This highlights the need for long-term studies and repeated encounters with robots in educational settings. 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