Abstract
This study explores the use of social robotics in education with a focus on reducing gender bias in young students’ perceptions of their mathematical ability and potential. In an initial pilot involving twenty 7-year-old children, we investigated how AI-supported interactions may influence self-belief and attitudes toward mathematics. We present our preliminary findings, describe the experimental setup incorporating ChatGPT-4, and outline directions for future research.
Reference:
https://link.springer.com/chapter/10.1007/978-3-031-77918-3_17