A Systematic Review on Robot-Assisted Special Education from the Activity Theory Perspective
The design, implementation, and outcome of educational robots in special education have not been sufficiently examined in a systematic way. In particular, learner-based and contextual factors, as well as the essential roles played by various stakeholders have not been addressed when robots are used...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
International Forum of Educational Technology & Society
2020-07-01
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| Series: | Educational Technology & Society |
| Subjects: | |
| Online Access: | https://www.j-ets.net/collection/published-issues/23_3#h.b35dhguf3gyt |