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Open AccessArticle
Intelligent Agents at School—Child–Robot Interactions as an Educational Path
by
Margherita Di Stasio
Margherita Di Stasio * and
Beatrice Miotti
Beatrice Miotti
Istituto Nazionale di Documentazione, Innovazione e Ricerca Educativa (INDIRE), 50121 Florence, Italy
*
Author to whom correspondence should be addressed.
Educ. Sci. 2024, 14(7), 774; https://doi.org/10.3390/educsci14070774 (registering DOI)
Submission received: 4 March 2024
/
Revised: 7 July 2024
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Accepted: 8 July 2024
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Published: 16 July 2024
Abstract
The pervasiveness of technologies leads us to talk about a code society. From an educational point of view, coding, computational thinking, and educational robotics are an open possibility. Nevertheless, new elements such as artificial intelligence are rapidly changing educational technology perspectives. In this work, we will analyze school policies and theoretical bases in order to understand if, and under what kind of, condition coding, computational thinking, and educational robotics still represent the qualifying elements of a framework for digital literacy and digital citizenship.
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MDPI and ACS Style
Di Stasio, M.; Miotti, B.
Intelligent Agents at School—Child–Robot Interactions as an Educational Path. Educ. Sci. 2024, 14, 774.
https://doi.org/10.3390/educsci14070774
AMA Style
Di Stasio M, Miotti B.
Intelligent Agents at School—Child–Robot Interactions as an Educational Path. Education Sciences. 2024; 14(7):774.
https://doi.org/10.3390/educsci14070774
Chicago/Turabian Style
Di Stasio, Margherita, and Beatrice Miotti.
2024. "Intelligent Agents at School—Child–Robot Interactions as an Educational Path" Education Sciences 14, no. 7: 774.
https://doi.org/10.3390/educsci14070774
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