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Introduction: This exploratory study investigates the potentials of social robots as an inclusive educational technology to enhance mathematics learning. Methodology: More specifically, we investigate the effectiveness of the social robot Pepper in engaging students in inclusive didactic activities through storytelling and providing them with immediate, personalized and emotional feedback. Our focus is on integrating innovative artificial intelligence (AI) with Universal Design for Learning (UDL) principles. The research sample consisted of five students, engaging with Pepper in inclusive mathematics sessions. Results: Our results suggest that the use of Pepper significantly increases student engagement by providing them personalized support. Discussions: The robot’s capacity for dynamic and empathetic student interaction creates a more stimulating and encouraging learning environment. Conclusions: This study shows the potential of social robots in inclusive education, especially when it comes to enabling tailored learning experiences for students in mathematics education that adapt to their various needs. The results of this study need to be validated through future research involving more participants over a long period of time
Vitale et al. (Mon,) studied this question.