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

Robots as embodied beings- Interactionally sensitive body movements in interactions among autistic children and a robot

Peer reviewe

Therapeutic and educational objectives in robot assisted play for children with autism

“This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright. In most cases, these works may not be reposted without the explicit permission of the copyright holder." “Copyright IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE.” DOI: 10.1109/ROMAN.2009.5326251This article is a methodological paper that describes the therapeutic and educational objectives that were identified during the design process of a robot aimed at robot assisted play. The work described in this paper is part of the IROMEC project (Interactive Robotic Social Mediators as Companions) that recognizes the important role of play in child development and targets children who are prevented from or inhibited in playing. The project investigates the role of an interactive, autonomous robotic toy in therapy and education for children with special needs. This paper specifically addresses the therapeutic and educational objectives related to children with autism. In recent years, robots have already been used to teach basic social interaction skills to children with autism. The added value of the IROMEC robot is that play scenarios have been developed taking children's specific strengths and needs into consideration and covering a wide range of objectives in children's development areas (sensory, communicational and interaction, motor, cognitive and social and emotional). The paper describes children's developmental areas and illustrates how different experiences and interactions with the IROMEC robot are designed to target objectives in these areas

Therapeutic and educational objectives in robot assisted play for children with autism

“This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright. In most cases, these works may not be reposted without the explicit permission of the copyright holder." “Copyright IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE.” DOI: 10.1109/ROMAN.2009.5326251This article is a methodological paper that describes the therapeutic and educational objectives that were identified during the design process of a robot aimed at robot assisted play. The work described in this paper is part of the IROMEC project (Interactive Robotic Social Mediators as Companions) that recognizes the important role of play in child development and targets children who are prevented from or inhibited in playing. The project investigates the role of an interactive, autonomous robotic toy in therapy and education for children with special needs. This paper specifically addresses the therapeutic and educational objectives related to children with autism. In recent years, robots have already been used to teach basic social interaction skills to children with autism. The added value of the IROMEC robot is that play scenarios have been developed taking children's specific strengths and needs into consideration and covering a wide range of objectives in children's development areas (sensory, communicational and interaction, motor, cognitive and social and emotional). The paper describes children's developmental areas and illustrates how different experiences and interactions with the IROMEC robot are designed to target objectives in these areas.Final Published versio

A Novel Reinforcement-Based Paradigm for Children to Teach the Humanoid Kaspar Robot

© The Author(s) 2019. This is the final published version of an article published in Psychological Research, licensed under a Creative Commons Attri-bution 4.0 International License. Available online at: https://doi.org/10.1007/s12369-019-00607-xThis paper presents a contribution to the active field of robotics research with the aim of supporting the development of social and collaborative skills of children with Autism Spectrum Disorders (ASD). We present a novel experiment where the classical roles are reversed: in this scenario the children are the teachers providing positive or negative reinforcement to the Kaspar robot in order for the robot to learn arbitrary associations between different toy names and the locations where they are positioned. The objective of this work is to develop games which help children with ASD develop collaborative skills and also provide them tangible example to understand that sometimes learning requires several repetitions. To facilitate this game we developed a reinforcement learning algorithm enabling Kaspar to verbally convey its level of uncertainty during the learning process, so as to better inform the children interacting with Kaspar the reasons behind the successes and failures made by the robot. Overall, 30 Typically Developing (TD) children aged between 7 and 8 (19 girls, 11 boys) and 6 children with ASD performed 22 sessions (16 for TD; 6 for ASD) of the experiment in groups, and managed to teach Kaspar all associations in 2 to 7 trials. During the course of study Kaspar only made rare unexpected associations (2 perseverative errors and 1 win-shift, within a total of 272 trials), primarily due to exploratory choices, and eventually reached minimal uncertainty. Thus the robot's behavior was clear and consistent for the children, who all expressed enthusiasm in the experiment.Peer reviewe

An approach to promote social and communication behaviors in children with autism spectrum disorders : robot based intervention

Most autistic people present some difficulties in developing social behavior, living in their own world. This study has the goal to improve the social life of children with autism with a main focus in promoting their social interaction and communication. It is necessary to call for children’s attention and enforce their collaboration, where a robot, LEGO MindStorm, behaves as a mediator/promoter of this interaction. A set of experiments designed to share objects and fulfill simple orders, by the 11 years old autistic child at the time of daily routine work and in-game with the robot, are described. The generalization of the acquired skills by the child in new contexts and environments are also tested. Results are described showing the outcomes of the experiments.Fundação para a Ciência e a Tecnologia (FCT) - R&D projecto RIPD/ADA/109407/200

Robotics Middleware: A Comprehensive Literature Survey and Attribute-Based Bibliography

Autonomous robots are complex systems that require the interaction between numerous heterogeneous components (software and hardware). Because of the increase in complexity of robotic applications and the diverse range of hardware, robotic middleware is designed to manage the complexity and heterogeneity of the hardware and applications, promote the integration of new technologies, simplify software design, hide the complexity of low-level communication and the sensor heterogeneity of the sensors, improve software quality, reuse robotic software infrastructure across multiple research efforts, and to reduce production costs. This paper presents a literature survey and attribute-based bibliography of the current state of the art in robotic middleware design. The main aim of the survey is to assist robotic middleware researchers in evaluating the strengths and weaknesses of current approaches and their appropriateness for their applications. Furthermore, we provide a comprehensive set of appropriate bibliographic references that are classified based on middleware attributes.http://dx.doi.org/10.1155/2012/95901

A proposal to act on Theory of Mind by applying robotics and virtual worlds with children with ASD

The article proposes an intervention framed under a single-subject research design where robotics and a 3D virtual environment are used jointly to improve the development of Theory of Mind in children with ASD. The project aims at verifying if the use of a humanoid robot, with high interactive abilities and responses, along with a virtual robot in a social virtual world can enable an improved comprehension of emotions and perspective taking. Specifically the planned activities are designed to gradually support the subjects with ASD in interactional settings in order to make them acquire the needed self-confidence to finally interact with a classmate in the virtual environment

Tactile Interactions with a Humanoid Robot : Novel Play Scenario Implementations with Children with Autism

Acknowledgments: This work has been partially supported by the European Commission under contract number FP7-231500-ROBOSKIN. Open Access: This article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and the source are credited.The work presented in this paper was part of our investigation in the ROBOSKIN project. The project has developed new robot capabilities based on the tactile feedback provided by novel robotic skin, with the aim to provide cognitive mechanisms to improve human-robot interaction capabilities. This article presents two novel tactile play scenarios developed for robot-assisted play for children with autism. The play scenarios were developed against specific educational and therapeutic objectives that were discussed with teachers and therapists. These objectives were classified with reference to the ICF-CY, the International Classification of Functioning – version for Children and Youth. The article presents a detailed description of the play scenarios, and case study examples of their implementation in HRI studies with children with autism and the humanoid robot KASPAR.Peer reviewedFinal Published versio

Constraints in the design of activities focusing on emotion recognition for children with ASD using robotic tools

Robótica-Autismo project, presented in this paper, aims to identify the main aspects to be considered when working with robots and children with ASD (Autism Spectrum Disorders). Several constraints are identified such as the type of robot, the type of skills that should be developed, the criteria of inclusion and exclusion in the target group, which proceedings should be followed during the sessions and how to analyze the obtained results. In the end, a well-established methodology is achieved in order to accomplish the goal of using a robot as a mediator between children with ASD and other human partners.The authors are grateful to the Portuguese Foundation for Science and Technology, FCT - Fundacao para a Ciencia e a Tecnologia, for funding through the R& D project reference RIPD/ADAlI09407/2009 and the scholarship SFRHIBD/71600/2010. This work is also supported by a QREN initiative, from UEIFEDER ( Fundo Europeu de Desenvolvimento Regional) funds through the "Programa Operacional Factores de Competitividade - COMPETE"