Papers
8
Total Citations
157
H-Index
6
About
Violeta Rosanda is a prominent education researcher whose work sits at the intersection of educational technology, teacher preparation, and social robotics. Her scholarship focuses primarily on how pre-service teachers perceive, respond to, and prepare for the integration of humanoid social robots in classroom settings — a field she has helped shape through both empirical investigation and theoretical modeling. Rosanda's most influential contribution, "Are Pre-service Teachers Disinclined to Utilise Embodied Humanoid Social Robots in the Classroom?" (2021, 57 citations), examines the attitude-behaviour divide in technology adoption, highlighting how belief systems formed during initial teacher education critically influence future classroom practice. Complementing this, her work on pre-service teachers' concerns and anxieties toward social robots offers a developmental model for addressing resistance and technophobia before it becomes entrenched. Her reviews of social robots' roles in classrooms have provided the field with essential syntheses of current research, informing both student-centered and teacher-centered pedagogical debates. More recently, she has moved toward empirical classroom trials, measuring learning outcomes when robot NAO is integrated into authentic lessons and exploring how children and teachers attribute social capacities to AI-driven systems. With over 150 cumulative citations, Rosanda's research offers indispensable guidance for educators and policymakers navigating the rapidly evolving landscape of intelligent educational technology.
Research Focus
Key Achievements
Top Papers
- 1
- 2The Robot in the Classroom: A Review of a Robot Role32 citations · 2020
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- 4A review of social robots in classrooms:18 citations · 2019
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