Learning Support Teachers’ Intention to Use Educational Robotics: The Role of Perception of Usefulness and Adaptability

The implementation of Educational Robotics (ER) with special needs students (SNS) has been found to be helpful for knowledge improvement, by keeping engaged and decreasing the risks social exclusion. present study aimed investigate relationship between learning support teachers’ (LST) perceptions about ER (i.e., usefulness adaptability) intention use SNS. data were collected via a questionnaire administered 187 teachers at end post-degree specialisation course. results showed that LST perceived as highly useful any typology SNS; however, their stronger than ER, particularly in case neurodevelopmental disabilities. In this case, participants reported is less adaptable disorders socio-economic, cultural linguistic disadvantages. Hierarchical multiple regressions was predicted perception adaptability teacher’s level experience ER. As disadvantages, adaptability.