Learning by Teaching a Robot: The Case of Handwriting

Abstract

Thomas (all children's names have been changed) is five and a half years old and has been diagnosed with visuoconstructive deficits. He is under the care of an occupational therapist and tries to work around his inability to draw letters in a consistent manner. Vincent is six and struggles at school with his poor handwriting and even poorer self-confidence. Whereas Thomas is lively and always quick at shifting his attention from one activity to another, Vincent is shy and poised. Two very different children, each one facing the same difficulty to write in a legible manner. Additionally, hidden beyond these impaired skills, psychosocial difficulties arise: they underperform at school. Thomas has to go for follow-up visits every week, and they both live under the label of «special care.» This is a source of anxiety for the children and for their parents alike.