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"Habari, Colleague!": A Qualitative Exploration of the Perceptions of Primary School Mathematics Teachers in Tanzania Regarding the Use of Social Robots

Date

2025-JUL 30
Journal article
https://doi.org/10.3390/app15158483
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dc.contributor.authorRutatola, Edger P.
dc.contributor.authorStroeken, Koen
dc.contributor.authorBelpaeme, Tony
dc.contributor.imecauthorRutatola, Edger P.
dc.contributor.imecauthorBelpaeme, Tony
dc.contributor.orcidimecBelpaeme, Tony::0000-0001-5207-7745
dc.date.accessioned2025-08-24T04:01:02Z
dc.date.available2025-08-24T04:01:02Z
dc.date.issued2025-JUL 30
dc.description.wosFundingTextThis research was funded by VLIR-UOS through Ghent University's Global Minds Fund-Explore and/or Valorise project titled: "Improving the Mathematics Learning Experience for Disadvantaged Primary School Students in Tanzania Through the Use of Intelligent Agents".
dc.identifier.doi10.3390/app15158483
dc.identifier.issn2076-3417
dc.identifier.urihttps://imec-publications.be/handle/20.500.12860/46101
dc.publisherMDPI
dc.source.beginpage8483
dc.source.issue15
dc.source.journalAPPLIED SCIENCES-BASEL
dc.source.numberofpages16
dc.source.volume15
dc.subject.keywordsTECHNOLOGY
dc.subject.keywordsACCEPTANCE
dc.title

"Habari, Colleague!": A Qualitative Exploration of the Perceptions of Primary School Mathematics Teachers in Tanzania Regarding the Use of Social Robots

dc.typeJournal article
dspace.entity.typePublication
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