Keynotes

In this presentation I’ll focus on the human-robot comparison/contrast in the context of embodied cognition. My motivation is to explicate the nature of robotic bodies, or what I call ‘robodiment’, of the humanoid sort. My strategy will be to start with patterns of human bodily characteristics and ask to what extent they may be incorporated in robotic bodies. An important step in evaluating advancements in the engineering of robodiment is to itemize the cognitive-relevant embodied/robodied processes that must be considered. This chapter is meant to contribute to that task. Generally speaking, current robodiment design successfully instantiates aspects of form and bodily function, motor control and agency, as well as aspects of cognitive and intentional behavior. Advances have been made with respect to emotion expression, simulated mood, and certain normative patterns. More difficult challenges exist in the areas of materiality, autonomous action, and autonomic, interoceptive, and situational processes. So far, processes that involve existential feelings, affective atmosphere, phenomenal consciousness, and what Merleau-Ponty calls reversibility, appear to be beyond the reach of current engineering projects.

Generative AI is rapidly transforming education, influencing student behaviours, motivation, and cognitive biases in ways that are still being uncovered. In this talk, I explore how generative AI tools, like AI chatbots, influence learning experiences, from fostering creativity to reinforcing biases. I examine the psychological and behavioural mechanisms behind student engagement with AI-generated content. Drawing on insights from recent experimental work with k-12 students, I discuss strategies and policy recommendations to ensure these technologies enhance learning outcomes while mitigating risks.

Robots and intelligent systems have long given rise to a fear of replacement. This is particularly significant in work situations. Childcare is no exception. However, the empirical study of human-robot relations reveals a situation that is more complex than it appears. The inclusion of robots and intelligent systems in adult-child relationships is part of a variety of trends, meets a variety of needs and raises specific social and ethical issues, where robots play a pivotal role. In this presentation, I will describe three interrelated forms of mediation. The first involves technically replacing the adult during the interaction (without, however, completely getting rid of the sometimes naive representations that adults have of children). The second leads the adults to focus not only on interacting with the children, but also with a robot that needs to be programmed in order to be involved in relevant activities. The third involves the adult relying on the robot to create a shared space for interacting with the children. These three ways of using robots lead to think about the links between different mediation chains. They also encourage us to take a closer look at the role of adults in their relations with children, showing how important it is to maintain their presence in the interactions between children and technical objects, whether at the level of conception and design or that of educational support.

Are AI tutors effective in education? A methodological approach to validate AI tools at school.
This keynote presents a robust framework for evaluating AI tutoring systems in educational contexts. We introduce a four-phase methodology that bridges pedagogical theory with technological implementation, demonstrated through the askLea platform case study. Our innovative approach combines expert assessment with LLM-powered analysis to verify pedagogical alignment at scale. This method offers educators precise insights beyond generic evaluations, establishing pedagogical validation as essential for responsible AI implementation in schools while maintaining a human-centered educational

Program