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About

Pierre Dillenbourg is a pioneering researcher at the intersection of education, human-robot interaction, and collaborative learning, whose work has fundamentally shaped how we understand technology-enhanced learning environments. His 1999 edited volume *Collaborative Learning: Cognitive and Computational Approaches* remains a landmark contribution to the field, accumulating over 1,300 citations and establishing foundational frameworks for understanding how learners construct knowledge together, both with and without computational support. Beyond collaborative learning theory, Dillenbourg has made significant strides in educational robotics, developing innovative systems that leverage the "learning by teaching" paradigm. His Ranger robotic toy box, the Cellulo classroom robot platform, and his studies on teaching handwriting to humanoid robots demonstrate a consistent commitment to designing robotic partners that foster metacognition, motivation, and genuine engagement in children. His investigations into domestic robots — including robotic vacuum cleaners and the visionary Roombots adaptive furniture project — reveal a broader interest in how robots integrate meaningfully into everyday human ecosystems. A recurring theme across his work is measuring and enhancing human engagement, exemplified by his formalization of "with-me-ness" in human-robot interaction. With hundreds of citations spanning multiple disciplines, Dillenbourg stands as a uniquely versatile and impactful voice in educational technology and social robotics research.