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A Systematic Review on Robot-Assisted Special Education from the Activity Theory Perspective
2020
Educational Technology & Society
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 as a learning tool in special education. Therefore, a systematic review using Activity Theory was conducted to analyze 30 studies in robot-assisted special education. Content analysis of the studies
dblp:journals/ets/TliliLCHK20
fatcat:fcmfnv7wyvgnlnmogmtjqned3u