{"id":1163,"date":"2025-11-02T16:51:18","date_gmt":"2025-11-02T15:51:18","guid":{"rendered":"http:\/\/digitallifecentre.nl\/?p=1163"},"modified":"2026-05-06T13:47:16","modified_gmt":"2026-05-06T11:47:16","slug":"marianne-bossema-msc","status":"publish","type":"post","link":"https:\/\/digitallifecentre.nl\/en\/marianne-bossema-msc\/","title":{"rendered":"Marianne Bossema MSc"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Docent &#8211; Onderzoeker<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">mobiel:06 &#8211; 21155947<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">e-mail:&nbsp;<a href=\"mailto:m.bossema@hva.nl\">m.bossema@hva.nl<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/mariannebossema.com\/wp-content\/uploads\/2020\/07\/Resume-Marianne-Bossema.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Bekijk profiel op hva.nl\/kc-fdmci<\/a><\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Projecten<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.digitallifecentre.nl\/projecten\/sorocova\">SOROCOVA<\/a><\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Publicaties<\/h3>\n\n\n\n\n<div class=\"teachpress_pub_list\"><form name=\"tppublistform\" method=\"get\"><a name=\"tppubs\" id=\"tppubs\"><\/a><\/form><div class=\"teachpress_publication_list\"><div class=\"tp_publication tp_publication_article\"><div class=\"tp_pub_image_left\"><\/div><div class=\"tp_pub_info\"><p class=\"tp_pub_author\">Simone de Droog, Mike Ligthart, Marianne Bossema, Mirjam de Haas, Matthijs Smakman, Lamia Elloumi, Koen Hindriks, Somaya Ben Allouch<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('36','tp_links')\" style=\"cursor:pointer;\">Robot Social Skills: Influencing Children\u2019s Performance and Robot Perception Through a Robot Math Tutor\u2019s Scaffolding and Personalization<\/a> <span class=\"tp_pub_type tp_  article\">Journal Article<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_in\">In: <\/span><span class=\"tp_pub_additional_journal\">International Journal of Social Robotics, <\/span><span class=\"tp_pub_additional_volume\">vol. 18, <\/span><span class=\"tp_pub_additional_number\">no. 10, <\/span><span class=\"tp_pub_additional_pages\">pp. 1-17, <\/span><span class=\"tp_pub_additional_year\">2026<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_36\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('36','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_36\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('36','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_36\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@article{nokey,<br \/>\r\ntitle = {Robot Social Skills: Influencing Children\u2019s Performance and Robot Perception Through a Robot Math Tutor\u2019s Scaffolding and Personalization},<br \/>\r\nauthor = {Simone de Droog and Mike Ligthart and Marianne Bossema and Mirjam de Haas and Matthijs Smakman and Lamia Elloumi and Koen Hindriks and Somaya Ben Allouch},<br \/>\r\nurl = {http:\/\/digitallifecentre.nl\/wp-content\/uploads\/2026\/05\/Publicatie-IJSR2026_DeDroog_Robot-Social-Skills.pdf},<br \/>\r\ndoi = {https:\/\/doi.org\/10.1007\/s12369-025-01338-y},<br \/>\r\nyear  = {2026},<br \/>\r\ndate = {2026-01-27},<br \/>\r\nurldate = {2026-01-27},<br \/>\r\njournal = {International Journal of Social Robotics},<br \/>\r\nvolume = {18},<br \/>\r\nnumber = {10},<br \/>\r\npages = {1-17},<br \/>\r\nabstract = {Robot tutors can add value in education, but their impact usually differs depending on their social interaction skills. This study disentangled the effect of two specific robot social interaction skills on children\u2019s math performance and their social perception of the robot. The first is to scaffold the explanations to children\u2019s evolving math, and the second to personalize the math conversations to children\u2019s preferences and interests. In a 2 (scaffolding: without vs. with) x 2 (personalization: without vs. with) between-subjects design, 113 children (9\u201312 years) were randomly assigned to one of the four conditions. Findings after 4 child-robot interactions showed that scaffolding improved children\u2019s response time but not the correctness of their answers, while personalization increased relationship formation. Examination of the underlying explaining mechanisms revealed that both social skills must be salient enough to have the indented effect, that personalization satisfies children\u2019s need to be understood, and that social presence influences feelings of friendship.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {article}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('36','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_36\" style=\"display:none;\"><div class=\"tp_abstract_entry\">Robot tutors can add value in education, but their impact usually differs depending on their social interaction skills. This study disentangled the effect of two specific robot social interaction skills on children\u2019s math performance and their social perception of the robot. The first is to scaffold the explanations to children\u2019s evolving math, and the second to personalize the math conversations to children\u2019s preferences and interests. In a 2 (scaffolding: without vs. with) x 2 (personalization: without vs. with) between-subjects design, 113 children (9\u201312 years) were randomly assigned to one of the four conditions. Findings after 4 child-robot interactions showed that scaffolding improved children\u2019s response time but not the correctness of their answers, while personalization increased relationship formation. Examination of the underlying explaining mechanisms revealed that both social skills must be salient enough to have the indented effect, that personalization satisfies children\u2019s need to be understood, and that social presence influences feelings of friendship.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('36','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_36\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"http:\/\/digitallifecentre.nl\/wp-content\/uploads\/2026\/05\/Publicatie-IJSR2026_DeDroog_Robot-Social-Skills.pdf\" title=\"http:\/\/digitallifecentre.nl\/wp-content\/uploads\/2026\/05\/Publicatie-IJSR2026_DeDro[...]\" target=\"_blank\">http:\/\/digitallifecentre.nl\/wp-content\/uploads\/2026\/05\/Publicatie-IJSR2026_DeDro[...]<\/a><\/li><li><i class=\"ai ai-doi\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/dx.doi.org\/https:\/\/doi.org\/10.1007\/s12369-025-01338-y\" title=\"Follow DOI:https:\/\/doi.org\/10.1007\/s12369-025-01338-y\" target=\"_blank\">doi:https:\/\/doi.org\/10.1007\/s12369-025-01338-y<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('36','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_image_left\"><\/div><div class=\"tp_pub_info\"><p class=\"tp_pub_author\">Marianne Bossema, Rob Saunders, Aske Plaat, Somaya Ben Allouch<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('31','tp_links')\" style=\"cursor:pointer;\">Pluri-perspectivism in Human-Robot Co-creativity with Older Adults<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_volume\">vol. 16132, <\/span><span class=\"tp_pub_additional_series\">International Conference Social Robotics + AI <\/span><span class=\"tp_pub_additional_publisher\">Springer Nature, <\/span><span class=\"tp_pub_additional_year\">2026<\/span>, <span class=\"tp_pub_additional_isbn\">ISBN: 978-981-95-2382-5<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_31\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('31','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_31\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('31','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_31\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{nokey,<br \/>\r\ntitle = {Pluri-perspectivism in Human-Robot Co-creativity with Older Adults},<br \/>\r\nauthor = {Marianne Bossema and Rob Saunders and Aske Plaat and Somaya Ben Allouch},<br \/>\r\ndoi = {10.1007\/978-981-95-2382-5_23},<br \/>\r\nisbn = {978-981-95-2382-5},<br \/>\r\nyear  = {2026},<br \/>\r\ndate = {2026-01-02},<br \/>\r\nurldate = {2026-01-02},<br \/>\r\njournal = {Springer Nature},<br \/>\r\nvolume = {16132},<br \/>\r\npages = {327\u2013341},<br \/>\r\npublisher = {Springer Nature},<br \/>\r\nseries = {International Conference Social Robotics + AI},<br \/>\r\nabstract = {This position paper explores pluri-perspectivism as a core element of human creative experience and its relevance to human\u2013robot co-creativity. We propose a layered, five-dimensional model to guide the design of co-creative behaviors and the analysis of interaction dynamics. This model is based on literature and results from an interview study we conducted with 10 visual artists and 8 arts educators, examining how pluri-perspectivism supports creative practice. The findings of this study provide insight how robots could enhance human creativity through adaptive, context-sensitive behavior, demonstrating the potential of pluri-perspectivism. This paper outlines future directions for integrating pluri-perspectivism with vision-language models (VLMs), to support context sensitivity in co-creative robots.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('31','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_31\" style=\"display:none;\"><div class=\"tp_abstract_entry\">This position paper explores pluri-perspectivism as a core element of human creative experience and its relevance to human\u2013robot co-creativity. We propose a layered, five-dimensional model to guide the design of co-creative behaviors and the analysis of interaction dynamics. This model is based on literature and results from an interview study we conducted with 10 visual artists and 8 arts educators, examining how pluri-perspectivism supports creative practice. The findings of this study provide insight how robots could enhance human creativity through adaptive, context-sensitive behavior, demonstrating the potential of pluri-perspectivism. This paper outlines future directions for integrating pluri-perspectivism with vision-language models (VLMs), to support context sensitivity in co-creative robots.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('31','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_31\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"ai ai-doi\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/dx.doi.org\/10.1007\/978-981-95-2382-5_23\" title=\"Follow DOI:10.1007\/978-981-95-2382-5_23\" target=\"_blank\">doi:10.1007\/978-981-95-2382-5_23<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('31','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_inproceedings\"><div class=\"tp_pub_image_left\"><img decoding=\"async\" name=\"Back to School - Sustaining Recurring Child-Robot Educational Interactions After a Long Break\" src=\"http:\/\/digitallifecentre.nl\/wp-content\/uploads\/2025\/11\/boeken-150x150.png\" width=\"0\" alt=\"Back to School - Sustaining Recurring Child-Robot Educational Interactions After a Long Break\" \/><\/div><div class=\"tp_pub_info\"><p class=\"tp_pub_author\">Mike Ligthart, Simone de Droog, Marianne Bossema, Lamia Elloumi, Mirjam de Haas, Matthijs Smakman, Koen Hindriks, Somaya Ben Allouch<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('9','tp_links')\" style=\"cursor:pointer;\">Back to School - Sustaining Recurring Child-Robot Educational Interactions After a Long Break<\/a> <span class=\"tp_pub_type tp_  inproceedings\">Proceedings Article<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_in\">In: <\/span><span class=\"tp_pub_additional_booktitle\">HRI &#039;24: Proceedings of the 2024 ACM\/IEEE, <\/span><span class=\"tp_pub_additional_pages\">pp. 433\u2013442, <\/span><span class=\"tp_pub_additional_publisher\">ACM, <\/span><span class=\"tp_pub_additional_year\">2024<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_resource_link\"><a id=\"tp_links_sh_9\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('9','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_9\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@inproceedings{nokey,<br \/>\r\ntitle = {Back to School - Sustaining Recurring Child-Robot Educational Interactions After a Long Break},<br \/>\r\nauthor = {Mike Ligthart and Simone de Droog and Marianne Bossema and Lamia Elloumi and Mirjam de Haas and Matthijs Smakman and Koen Hindriks and Somaya Ben Allouch},<br \/>\r\nurl = {https:\/\/www.digitallifecentre.nl\/download\/?file=publication-backtoschool-2024.pdf},<br \/>\r\ndoi = {10.1145\/3610977.3635001},<br \/>\r\nyear  = {2024},<br \/>\r\ndate = {2024-01-01},<br \/>\r\nurldate = {2024-01-01},<br \/>\r\nbooktitle = {HRI &#039;24: Proceedings of the 2024 ACM\/IEEE},<br \/>\r\npages = {433\u2013442},<br \/>\r\npublisher = {ACM},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {inproceedings}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('9','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_9\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/www.digitallifecentre.nl\/download\/?file=publication-backtoschool-2024.pdf\" title=\"https:\/\/www.digitallifecentre.nl\/download\/?file=publication-backtoschool-2024.pd[...]\" target=\"_blank\">https:\/\/www.digitallifecentre.nl\/download\/?file=publication-backtoschool-2024.pd[...]<\/a><\/li><li><i class=\"ai ai-doi\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/dx.doi.org\/10.1145\/3610977.3635001\" title=\"Follow DOI:10.1145\/3610977.3635001\" target=\"_blank\">doi:10.1145\/3610977.3635001<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('9','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_bachelorthesis\"><div class=\"tp_pub_image_left\"><img decoding=\"async\" name=\"Design Specifications for a Social Robot Math Tutor - &#039;Best Studies Paper Award - Runner up&#039;\" src=\"http:\/\/digitallifecentre.nl\/wp-content\/uploads\/2025\/11\/boeken-150x150.png\" width=\"0\" alt=\"Design Specifications for a Social Robot Math Tutor - &#039;Best Studies Paper Award - Runner up&#039;\" \/><\/div><div class=\"tp_pub_info\"><p class=\"tp_pub_author\">Mike Ligthart, Simone de Droog, Marianne Bossema, Lamia Elloumi, Kees Hoogland, Matthijs Smakman, Koen Hindriks, Somaya Ben Allouch<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('14','tp_links')\" style=\"cursor:pointer;\">Design Specifications for a Social Robot Math Tutor - &#039;Best Studies Paper Award - Runner up&#039;<\/a> <span class=\"tp_pub_type tp_  bachelorthesis\">Bachelor Thesis<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_year\">2023<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_resource_link\"><a id=\"tp_links_sh_14\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('14','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_14\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@bachelorthesis{nokey,<br \/>\r\ntitle = {Design Specifications for a Social Robot Math Tutor - &#039;Best Studies Paper Award - Runner up&#039;},<br \/>\r\nauthor = {Mike Ligthart and Simone de Droog and Marianne Bossema and Lamia Elloumi and Kees Hoogland and Matthijs Smakman and Koen Hindriks and Somaya Ben Allouch},<br \/>\r\nurl = {https:\/\/www.digitallifecentre.nl\/download\/?file=publication-design-specifications-social-robot-math-tutor.pdf},<br \/>\r\ndoi = {10.1145\/3568162.3576957},<br \/>\r\nyear  = {2023},<br \/>\r\ndate = {2023-01-01},<br \/>\r\nurldate = {2023-01-01},<br \/>\r\njournal = {HRI &#039;23},<br \/>\r\npages = {321-330},<br \/>\r\npublisher = {ACM},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {bachelorthesis}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('14','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_14\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/www.digitallifecentre.nl\/download\/?file=publication-design-specifications-social-robot-math-tutor.pdf\" title=\"https:\/\/www.digitallifecentre.nl\/download\/?file=publication-design-specification[...]\" target=\"_blank\">https:\/\/www.digitallifecentre.nl\/download\/?file=publication-design-specification[...]<\/a><\/li><li><i class=\"ai ai-doi\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/dx.doi.org\/10.1145\/3568162.3576957\" title=\"Follow DOI:10.1145\/3568162.3576957\" target=\"_blank\">doi:10.1145\/3568162.3576957<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('14','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_inproceedings\"><div class=\"tp_pub_image_left\"><img decoding=\"async\" name=\"Exploring requirements and opportunities for social robots in primary mathematics education\" src=\"http:\/\/digitallifecentre.nl\/wp-content\/uploads\/2025\/11\/boeken-150x150.png\" width=\"0\" alt=\"Exploring requirements and opportunities for social robots in primary mathematics education\" \/><\/div><div class=\"tp_pub_info\"><p class=\"tp_pub_author\">Lamia Elloumi, Marianne Bossema, Simone de Droog, Matthijs Smakman, Stan van Ginkel, Mike Ligthart, Kees Hoogland, Koen Hindriks, Somaya Ben Allouch <\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('17','tp_links')\" style=\"cursor:pointer;\">Exploring requirements and opportunities for social robots in primary mathematics education<\/a> <span class=\"tp_pub_type tp_  inproceedings\">Proceedings Article<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_in\">In: <\/span><span class=\"tp_pub_additional_booktitle\">31th IEEE RO-MAN &#039;22,IEEE Xplore,Naples, Italy, <\/span><span class=\"tp_pub_additional_pages\">pp. 316-322, <\/span><span class=\"tp_pub_additional_year\">2022<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_resource_link\"><a id=\"tp_links_sh_17\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('17','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_17\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@inproceedings{nokey,<br \/>\r\ntitle = {Exploring requirements and opportunities for social robots in primary mathematics education},<br \/>\r\nauthor = {Lamia Elloumi and Marianne Bossema and Simone de Droog and Matthijs Smakman and Stan van Ginkel and Mike Ligthart and Kees Hoogland and Koen Hindriks and Somaya Ben Allouch },<br \/>\r\nurl = {https:\/\/www.digitallifecentre.nl\/download\/?file=publication-exploringrequirementsandopportunitiesforsocialrobotsinprimarymathematicseducation.pdf},<br \/>\r\nyear  = {2022},<br \/>\r\ndate = {2022-01-01},<br \/>\r\nbooktitle = {31th IEEE RO-MAN &#039;22,IEEE Xplore,Naples, Italy},<br \/>\r\npages = {316-322},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {inproceedings}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('17','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_17\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/www.digitallifecentre.nl\/download\/?file=publication-exploringrequirementsandopportunitiesforsocialrobotsinprimarymathematicseducation.pdf\" title=\"https:\/\/www.digitallifecentre.nl\/download\/?file=publication-exploringrequirement[...]\" target=\"_blank\">https:\/\/www.digitallifecentre.nl\/download\/?file=publication-exploringrequirement[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('17','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Lecturer - 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