Interactive learning technologies, such as robots, increasingly find their way into schools. However, more research is needed to see how children might work with such systems in the future. This paper presents the unsupervised, four month deployment of a Robot-Extended Computer Assisted Learning (RECAL) system with 61 children working in their own classroom. Using automatically collected quantitative data we discuss how their usage patterns and self-regulated learning process developed throughout the study.
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Davison et al. (2020) studied this question.
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