Solveig Tilden
Papers
3
Total Citations
11
H-Index
2
About
Solveig Tilden investigates the intersection of educational technology, human-robot interaction, and developmental psychology, with a focus on how humanoid robots can support learning in school environments. Her work centers on the psychosocial and metacognitive dimensions of students’ engagement with robots, particularly examining gender differences in these experiences. In her most-cited study, “Humanoid Robots as Learning Assistants? Useability Perspectives of Grade 6 Students” (2024, 6 citations), Tilden explores how young learners perceive robots as educational tools, revealing nuanced insights into usability and social dynamics. Her earlier paper, “Gender Differences in Psychosocial Experiences with Humanoid Robots, Programming, and Mathematics Course” (2021, 3 citations), provides foundational evidence that boys and girls may experience robot-assisted learning differently, influencing both motivation and self-efficacy. Tilden also contributes to understanding the cognitive processes underlying human-robot interaction, as seen in “Metacognitive Processes Involved in Human Robot Interaction in the School Learning Environment” (2023, 2 citations). While her citation counts are modest, her work is timely and addresses critical gaps in how emerging technologies can be integrated equitably into classrooms. Tilden’s research offers valuable guidance for educators and technologists designing inclusive, effective learning environments.
Research Focus
Key Achievements
Top Papers
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