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On Being a Peer: What Persuasive Technology for Teaching Can Gain from Social Robotics in Education

On Being a Peer: What Persuasive Technology for Teaching Can Gain from Social Robotics in Education

Lykke Brogaard Bertel, Dorte Malig Rasmussen
Copyright: © 2013 |Volume: 1 |Issue: 2 |Pages: 11
ISSN: 2166-7292|EISSN: 2166-7306|EISBN13: 9781466634633|DOI: 10.4018/ijcssa.2013070107
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MLA

Bertel, Lykke Brogaard, and Dorte Malig Rasmussen. "On Being a Peer: What Persuasive Technology for Teaching Can Gain from Social Robotics in Education." IJCSSA vol.1, no.2 2013: pp.58-68. http://doi.org/10.4018/ijcssa.2013070107

APA

Bertel, L. B. & Rasmussen, D. M. (2013). On Being a Peer: What Persuasive Technology for Teaching Can Gain from Social Robotics in Education. International Journal of Conceptual Structures and Smart Applications (IJCSSA), 1(2), 58-68. http://doi.org/10.4018/ijcssa.2013070107

Chicago

Bertel, Lykke Brogaard, and Dorte Malig Rasmussen. "On Being a Peer: What Persuasive Technology for Teaching Can Gain from Social Robotics in Education," International Journal of Conceptual Structures and Smart Applications (IJCSSA) 1, no.2: 58-68. http://doi.org/10.4018/ijcssa.2013070107

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Abstract

This paper investigates and discusses the persuasive principles of social actors in relation to other theories of technologies as social agents, particularly within the field of Social Robotics and Persuasive Educational and Entertainment Robotics (PEERs). Based on related research and results from a case study on social robots as persuasive social actors in education an extension of the persuasive principles is proposed and related design guidelines for Persuasive Technology as social actors in teaching are presented.

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