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Learning maths with a tangible user interface: Lessons learned through participatory design with children with visual impairments and their educators., , , , , , and . Int. J. Child Comput. Interact., (2022)Stories and Voice Agents to Inspire Preschool Children's Social Play: An Experience with StoryCarnival: Inspiring Preschool Children's Social Play., , , and . IDC, page 543-547. ACM, (2023)CETA: designing mixed-reality tangible interaction to enhance mathematical learning., , , , , , and . MobileHCI, page 29:1-29:13. ACM, (2017)LETSmath., , , , , , , and . MobileHCI Adjunct, page 313-320. ACM, (2018)Design Factors Affecting the Social Use of Programmable Robots to Learn Computational Thinking in Kindergarten., , , , , and . IDC, page 422-429. ACM, (2022)"It will surely fall": Exploring Teachers' Perspectives on Commercial Robots for Preschoolers., , , and . GoodIT, page 477-486. ACM, (2023)Designing child-robot interaction with Robotito*., , , , , and . RO-MAN, page 1-6. IEEE, (2019)"This is like a toy, it already got me": Results of Two Usability Studies of Robotito VPL App with Teachers: Robotito VPL Usability Evaluations., , , and . IDC, page 919-923. ACM, (2024)A Tangible Math Game for Visually Impaired Children., , , , , , and . ASSETS, page 670-672. ACM, (2019)Programmable Floor Robot Robotito and its Tangible and Virtual Interface., , , , and . IDC, page 745-747. ACM, (2023)