Adaptive Versus Non-adaptive Mathematics Tutoring by Social Robots in Tanzanian Primary Schools

Abstract

The use of social robots in education is increasingly being explored as a way to enhance learner engagement and improve learning outcomes. However, most research to date has focused on one-to-one tutoring in high-resource settings, leaving open questions about how social robots perform in group learning contexts—especially in low-resource environments. This study is one of the first to investigate human-robot interaction (HRI) in a low-resource African context, specifically in Tanzanian primary schools. We examined how a social robot tutor can support group-based mathematics learning, comparing the effects of adaptive versus non-adaptive tutoring strategies. Through an experimental, mixed-methods research design, we evaluated pupils’ learning outcomes, engagement, and classroom interactions. Our findings show that social robot tutoring has a significant positive impact on learning outcomes, with adaptive tutoring leading to slightly higher knowledge gains than non-adaptive tutoring. Qualitative observations further reveal that the presence of the robot fostered motivation, engagement, and collaborative classroom dynamics. This work demonstrates the potential of social robots to support group learning in under-resourced educational settings and highlights the importance of extending HRI research beyond well-resourced contexts.