A comparison of humanoid and non-humanoid robots in supporting the learning of pupils with severe intellectual disabilities

Previous research has shown that the humanoid NAO robot can enhance learning as well as improve communication in children with intellectual disabilities. However, most special needs schools cannot afford the humanoid NAO robot due to high costs. Could a cheaper nonhumanoid Lego Mindstorm robot be an alternative way of achieving the same learning objectives as the humanoid NAO robot? A single case study experimental ABAB design was used consisting of 16 sessions over 5 weeks: eight with the humanoid and eight with the non-humanoid robot. All sessions were video recorded and analysed for percentage engagement and percentage errors made by each of four students. For each student individually, these outcome measures were then compared between the two conditions. The teachers were interviewed at the end of the study. Three out of four students were significantly more engaged with the non-humanoid robot than the humanoid robot, whilst one student was found to be equally engaged with both robots. There was no significant difference between the two robots in terms of percentage errors for all four participants who managed to complete the study

Human-centred design methods : developing scenarios for robot assisted play informed by user panels and field trials

Original article can be found at: http://www.sciencedirect.com/ Copyright ElsevierThis article describes the user-centred development of play scenarios for robot assisted play, as part of the multidisciplinary IROMEC1 project that develops a novel robotic toy for children with special needs. The project investigates how robotic toys can become social mediators, encouraging children with special needs to discover a range of play styles, from solitary to collaborative play (with peers, carers/teachers, parents, etc.). This article explains the developmental process of constructing relevant play scenarios for children with different special needs. Results are presented from consultation with panel of experts (therapists, teachers, parents) who advised on the play needs for the various target user groups and who helped investigate how robotic toys could be used as a play tool to assist in the children’s development. Examples from experimental investigations are provided which have informed the development of scenarios throughout the design process. We conclude by pointing out the potential benefit of this work to a variety of research projects and applications involving human–robot interactions.Peer reviewe

Examining engagement and achievement in learners with individual needs through robotic-based teaching sessions

Research suggests that robotics can provide an engaging learning experience for learners with special educational needs. However, further work is required to explore the impact of robots within the classroom, particularly for learners with intellectual disabilities (ID). This paper seeks to further explore the potential effects of robots on such learners through examining engagement and goal achievement within teaching sessions. Eleven participants with ID were recruited from two countries to take part in the study using an ABAB design where the participants acted as their own controls. An appropriate learning goal for each participant was selected by the teacher and equivalent control sessions designed seeking to achieve the same learning goal but without the robot. Engagement, using eye‐gaze, learning goal achievement with and without help and goals not achieved provided the outcome measures from the sessions. This study found no significant difference between the robot and the control sessions for any of the outcome measures utilized suggesting robots are as effective as teaching tools as traditional methods. Through an increased sample size and a rigorously applied experimental protocol, this study provides new data and methodological considerations for further work based on the techniques applied in this study

Robots in special education: reasons for low uptake

Purpose: This paper identifies the main reasons for low uptake of robots in Special Education, obtained from an analysis of previous studies that used robots in the area, and from interviewing Special Education teachers about the topic. Design/methodology/approach: An analysis of 18 studies that used robots in Special Education was performed, and the conclusions were complemented and compared with the feedback from interviewing 13 Special Education teachers from Spain and UK about the reasons they believed caused the low uptake of robots in Special Education classrooms. Findings: Five main reasons why Special Education schools do not normally use robots in their classrooms were identified: the inability to acquire the system due to its price or availability; its difficulty of use; the low range of activities offered; the limited ways of interaction offered; and the inability to use different robots with the same software. Originality/value: Previous studies focused on exploring the advantages of using robots to help children with Autistic Spectrum Conditions and Learning Disabilities. This study takes a step further and looks into the reasons why, despite the benefits shown, robots are rarely used in real-life settings after the relevant study ends. The authors also present a potential solution to the issues found: involving end users in the design and development of new systems using a user-centred design approach for all the components, including methods of interaction, learning activities, and the most suitable type of robots

An Intelligent Robot and Augmented Reality Instruction System

Human-Centered Robotics (HCR) is a research area that focuses on how robots can empower people to live safer, simpler, and more independent lives. In this dissertation, I present a combination of two technologies to deliver human-centric solutions to an important population. The first nascent area that I investigate is the creation of an Intelligent Robot Instructor (IRI) as a learning and instruction tool for human pupils. The second technology is the use of augmented reality (AR) to create an Augmented Reality Instruction (ARI) system to provide instruction via a wearable interface. To function in an intelligent and context-aware manner, both systems require the ability to reason about their perception of the environment and make appropriate decisions. In this work, I construct a novel formulation of several education methodologies, particularly those known as response prompting, as part of a cognitive framework to create a system for intelligent instruction, and compare these methodologies in the context of intelligent decision making using both technologies. The IRI system is demonstrated through experiments with a humanoid robot that uses object recognition and localization for perception and interacts with students through speech, gestures, and object interaction. The ARI system uses augmented reality, computer vision, and machine learning methods to create an intelligent, contextually aware instructional system. By using AR to teach prerequisite skills that lend themselves well to visual, augmented reality instruction prior to a robot instructor teaching skills that lend themselves to embodied interaction, I am able to demonstrate the potential of each system independently as well as in combination to facilitate students\u27 learning. I identify people with intellectual and developmental disabilities (I/DD) as a particularly significant use case and show that IRI and ARI systems can help fulfill the compelling need to develop tools and strategies for people with I/DD. I present results that demonstrate both systems can be used independently by students with I/DD to quickly and easily acquire the skills required for performance of relevant vocational tasks. This is the first successful real-world application of response-prompting for decision making in a robotic and augmented reality intelligent instruction system

Socially Assistive Robotics ed educazione inclusiva: prospettive teoriche e applicazioni pratiche nella disabilità intellettiva

This contribution, examining the Socially Assistive Robotics (SAR), an emerging form of Assistive Technology that incorporates all robotic systems capable of providing assistance through social interaction (Feil-Seifer & Mataric, 2005), aims to initiate an organic reflection on the potential inherent in it, for the promotion of social skills of people with Intellectual Disabilities.Il presente contributo, prendendo in esame la Socially Assistive Robotics (SAR- in italiano Robotica Sociale Assistiva), una forma emergente di Tecnologia Assistita che ingloba tutti i sistemi robotici in grado di fornire assistenza attraverso l’interazione sociale (Feil-Seifer & Mataric, 2005), ha la finalità di avviare una riflessione organica sulle potenzialità in essa insite, per la promozione e lo sviluppo delle abilità sociali delle persone con Disabilità Intellettiva

Deep learning systems for estimating visual attention in robot-assisted therapy of children with autism and intellectual disability

Recent studies suggest that some children with autism prefer robots as tutors for improving their social interaction and communication abilities which are impaired due to their disorder. Indeed, research has focused on developing a very promising form of intervention named Robot-Assisted Therapy. This area of intervention poses many challenges, including the necessary flexibility and adaptability to real unconstrained therapeutic settings, which are different from the constrained lab settings where most of the technology is typically tested. Among the most common impairments of children with autism and intellectual disability is social attention, which includes difficulties in establishing the correct visual focus of attention. This article presents an investigation on the use of novel deep learning neural network architectures for automatically estimating if the child is focusing their visual attention on the robot during a therapy session, which is an indicator of their engagement. To study the application, the authors gathered data from a clinical experiment in an unconstrained setting, which provided low-resolution videos recorded by the robot camera during the child–robot interaction. Two deep learning approaches are implemented in several variants and compared with a standard algorithm for face detection to verify the feasibility of estimating the status of the child directly from the robot sensors without relying on bulky external settings, which can distress the child with autism. One of the proposed approaches demonstrated a very high accuracy and it can be used for off-line continuous assessment during the therapy or for autonomously adapting the intervention in future robots with better computational capabilities

Robôs Humanoides na Educação: Um Mapeamento Sistemático com Base na Produção Cientifica Nacional e Internacional

O presente artigo teve como objetivo investigar como se dá o uso de robôs humanoides no âmbito educacional. Para tanto, realizamos um Mapeamento Sistemático da Literatura a partir teses, dissertações e artigos científicos publicados no período compreendido entre os anos de 2009 e 2018 nas bases de dados da Biblioteca Digital Brasileira de Teses e Dissertações – BDTD, por ser uma base de dados aberta, tendo o português como língua oficial. No contexto internacional, IEEE Xplore Digital Library e Education Resources Information Center - ERIC, por ser uma base de dados com foco em pesquisas e informações educacionais, tendo o inglês como língua oficial. Especificou-se os tipos de robôs humanoides, aspectos metodológicos, didáticos e curriculares. O resultado desta pesquisa produz fundamentação teórica para a investigação e inserção de novas tecnologias na escola, assim como uma análise mais precisa das interações e o impacto do uso de robôs humanoides na educação

Enhancing Skills in Individuals with Autism Spectrum Disorder through Technology-Mediated Interventions

Marco teórico Las personas con Trastorno del Espectro Autista (TEA) presentan dificultades en el desarrollo de habilidades de comunicación e interacción social (American Psychiatric Association, 2013) que son fundamentales para los procesos de aprendizaje y aparición del lenguaje verbal. Una de estas habilidades es la atención conjunta (AC), que consiste en la habilidad de una persona para captar la atención de otra hacia un objeto o evento mediante el seguimiento de la mirada, señalar u otro tipo de indicación verbal o no verbal (Mundy, 2016). Por otro lado, el número de estudios sobre intervenciones mediadas por el uso de nuevas Tecnologías de la Información y la Comunicación (TIC) se ha incrementado exponencialmente (Kientz, Goodwin, Hayes y Abowd, 2014) especialmente debido al hecho de que las personas con TEA sienten una afinidad especial por éstas. Sin embargo, la rápida evolución de las TIC y el tiempo que es necesario para llevar a cabo un estudio de intervención y publicarlo en un foro científico (Herrera, 2015), podrían representar una barrera para el establecimiento de Prácticas Basadas en la Evidencia (EBP; Anderson, 2006) en este campo científico. Objetivo Los objetivos específicos fueron los siguientes: Describir las tendencias actuales de intervenciones basadas en el uso de TIC para personas con TEA. Describir las intervenciones basadas en el uso de TIC para la mejora de habilidades de AC en personas con TEA así como determinar su calidad metodológica y el nivel de evidencia alcanzado por esta práctica. Explorar el impacto de una intervención basada en el uso de una TIC de realidad aumentada denominada Pictogram Room sobre la mejora de las habilidades de AC de seguir la mirada y señalar en niños con TEA. Método Esta tesis se articuló en tres estudios diferentes e interconectados que buscaron dar respuesta a cada uno de los objetivos planteados. En el primer estudio se llevó a cabo una revisión sistemática que incluyó todos los estudios (a) recogidos en las bases de datos PsycINFO, PubMed, ERIC y Web of Science, (b) que incluyeron palabras clave relacionadas con TEA y las TIC, y (c) fueron publicados en inglés, en revistas de revisión por pares entre 2000 y 2015. En el segundo estudio se llevó a cabo una revisión sistemática que, siguiendo el mismo método que en el primer estudio, recogió estudios dirigidos específicamente a la mejora de las habilidades de AC. Asimismo, se aplicó el método de evaluación de Reichow, Volkmar y Ciccetti (2008) para analizar la calidad del informe de investigación y evaluar el nivel de EBP alcanzado. En el tercer estudio, se aplicó un diseño de caso único con línea base múltiple para evaluar el efecto de Pictogram Room sobre las habilidades de seguir la mirada y señalar en siete niños con TEA en su centro escolar. Además, se utilizó el método de evaluación de Reichow et al. (2008) para garantizar la calidad del informe de investigación del estudio. Resultados En el primer estudio fueron identificados un total de 178 artículos, 76% de los cuales se publicaron entre 2010 y 2015. Los participantes fueron, en su mayoría, varones de entre 5 y 17 años de edad con los que se utilizó, sobre todo, ordenadores personales para presentar secuencias interactivas en centros escolares. Los diseños de caso único fueron más utilizados que los diseños de grupo y, en general, los estudios presentaron limitaciones metodológicas tales como falta de información descriptiva (e.g., características de los participantes). De estos 178 artículos, cinco fueron incluidos en el segundo estudio. La mayoría de ellos utilizó robots con programas especialmente desarrollados para la mejora de habilidades de AC (e.g., seguir la mirada, señalar) y aplicaron diseños de investigación con ciertas limitaciones metodológicas (e.g., diseños de grupo con menos de 10 participantes y sin grupo control) que les llevó a ser calificados de débiles de acuerdo al método de Reichow et al. (2008). Por tanto, aunque los estudios de intervención revisados fueron efectivos en 21 de los 23 participantes que incluyeron, el uso de TIC para la mejora de las habilidades de AC en personas con TEA no pudo establecerse como una EBP. Finalmente, el tercer estudio mostró que el uso de Pictogram Room fue eficaz para mejorar las habilidades de seguir la mirada y señalar de 6 niños con TEA tras seis sesiones de intervención (PAND > .90; Pearson Phi > .70; p < .01), y que dicha mejora fue generalizada a otras situaciones sociales. Por último, la utilización del método de Reichow et al. (2008) a lo largo del estudio garantizó su calidad, convirtiéndolo en un estudio riguroso susceptible de ser incluido en futuros estudios de replicación y revisiones meta-analíticas. Conclusión Los estudios de intervención mediada por TIC para personas con TEA se han incrementado, especialmente en los últimos años, y todo parece indicar que su número continuará en aumento. Sin embargo, se han hallado múltiples limitaciones metodológicas en la implementación de numerosos estudios que dificultan el establecimiento de EBP. En este trabajo de tesis, se ha demostrado cómo identificando las necesidades de las personas con TEA, utilizando indicadores de calidad disponibles y teniendo en cuenta los estándares de las EBP se puede llevar a cabo un estudio de intervención de una forma rigurosa y obteniendo resultados positivos que pueden contribuir al establecimiento de EBP en el campo de investigación de las TIC para personas con TEA. Referencias bibliográficas American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders, fifth edition (DSM-5) Arlington, VA: American Psychiatric Publishing. Anderson, N. B. (2006). Evidence-based practice in psychology. American Psychologist, 61(4), 271-285. Herrera, G. (2015). App móviles para personas con trastorno del espectro del autismo. Smart Health, 2, 24-26. Kientz, J. A., Goodwin, M. S., Hayes, G. R., & Abowd, G. D. (2014). Interactive technologies for autism. Synthesis lectures on assistive, rehabilitative, and health-preserving technologies. San Rafael, CA: Morgan & Claypool Publishers. Mundy, P. C. (2016). Autism and joint attention: Development, neuroscience, and clinical fundamentals. New York, NY: Guilford Press. Reichow, B., Volkmar, F. R., & Cicchetti, D. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders, 38(7), 1311-1319

Call it robot: anthropomorphic framing and failure of self-service technologies

Purpose The purpose of this paper is to test the effect that anthropomorphic framing (i.e. robot vs automatic machine) has on consumers’ responses in case of service failure. Specifically, the authors hypothesize that consumers hold an unconscious association between the word “robot” and agency and that the higher agency attributed to self-service machines framed as robots (vs automatic machines) leads, in turn, to a more positive service evaluation in case of service failure. Design/methodology/approach The authors have conducted four experimental studies to test the framework presented in this paper. In Studies 1a and 1b, the authors used an Implicit Association Test to test for the unconscious association held by consumers about robots as being intelligent machines (i.e. agency). In Studies 2 and 3, the authors tested the effect that framing technology as robots (vs automatic machines) has on consumers’ responses to service failure using two online experiments across different consumption contexts (hotel, restaurant) and using different dependent variables (service evaluation, satisfaction and word-of-mouth). Findings The authors show that consumers evaluate more positively a service failure involving a self-service technology framed as a robot rather than one framed as an automatic machine. They provide evidence that this effect is driven by higher perceptions of agency and that the association between technology and agency held by consumers is an unconscious one. Originality/value This paper investigates a novel driver of consumers’ perception of agency of technology, namely, how the technology is framed. Moreover, this study sheds light on consumers’ responses to technology’s service failure