This study aims to development and evaluate a Robot-Enhanced Picture Book Reading System (REPRS) to assist kindergarten children in learning and social interaction through reading picture books with robots. The system integrates a robot, a digital picture book, and a no-code editor that allows educators without technical backgrounds to design interactive learning activities. The usability of the authoring tool, the affective experiences of kindergarten pre-service teachers when using the tool, and the perceptions of both teachers and children regarding the system were evaluated. The results of the study suggest that the usability of current authoring tool needed to be improved to be more effective and user-friendly, pre-service teachers reported mostly positive emotions, such as feeling proud, despite some frustration due to unfamiliarity. The system was well-received in kindergarten settings, particularly in collaborative learning scenarios with children, indicating its potential but also highlighting the need for further refinement to enhance usability and effectiveness.