This paper aims to offer a reflection on the mediation function operated by robots and screens in the didactic field. Starting from a reference to the philosophical theories of Phenomenology and Pragmatism, the link between mind, body and learning is underlined. The introduction of digital objects offers new ways to strengthen this bond. After a brief presentation on the evolution of screens and the areas of use of robots, the theory of educational mediators is compared with the possible educational uses of the robot. In addition to the teacher support function, the robots show that they are mainly linked to analogue and iconic mediators. In this sense, from the point of view of didactic research, the playful uses seem to be the most promising.
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