An exploratory study of children's pretend play when using a switch-controlled assistive robot to manipulate toys

info:eu-repo/semantics/acceptedVersio

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

Developing a Semi-autonomous Robot to Engage Children with Special Needs and Their Peers in Robot-Assisted Play

Despite the wide variety of robots used in human-robot interaction (HRI) scenarios, the potential of robots as connectors whilst acting as play mediators has not been fully explored. Robots present an opportunity to redefine traditional game scenarios by being physical embodiments of agents/game elements. Robot assisted play has been used to reduce the barriers that children with physical special needs experience. However, many projects focus on child-robot interaction rather than child-child interaction. In an attempt to address this gap, a semi-autonomous mobile robot, MyJay, was created. This thesis discusses the successful development of MyJay and its potential contribution in future HRI studies. MyJay is an open-source robot that plays a basketball-like game. It features light and color for communicative feedback, omni-directional mobility, robust mechanisms, adjustable levels of autonomy for dynamic interaction, and a child-friendly aesthetically-pleasing outer shell. The design process included target users such as children with special needs and therapists in order to create a robot that ensures repeated use, engagement, and long-term interaction. A hybrid approach was taken to involve stakeholders, combining user-centered design and co-design, exemplifying that children can be included in the creation process even when it is not possible to hold in-person co-design sessions due to COVID-19. Aside from the care taken to meet user requirements, the robot was designed with researchers in mind, featuring extensible software and ROS compatibility. The frame is constructed from aluminum to ensure rigidity, and most functional parts related to gameplay are 3D printed to allow for quick swapping, should a need to change game mechanics arise. The modularity in software and in mechanical aspects should increase the potential of MyJay as a valuable research tool for future HRI studies. Finally, a novel framework to simulate teleoperation difficulties for individuals with upper-limb mobility challenges is proposed, along with a dynamic assistance algorithm to aid in the teleoperation process

The development of assistive technology to reveal knowledge of physical world concepts in young people who have profound motor impairments.

Cognitively able children and young people who have profound motor impairments and complex communication needs (the target group or TG) face many barriers to learning, communication, personal development, physical interaction and play experiences, compared to their typically developing peers. Physical interaction (and play) are known to be important components of child development, but this group currently has few suitable ways in which to participate in these activities. Furthermore, the TG may have knowledge about real world physical concepts despite having limited physical interaction experiences but it can be difficult to reveal this knowledge and conventional assessment techniques are not suitable for this group, largely due to accessibility issues. This work presents a pilot study involving a robotics-based system intervention which enabled members of the TG to experience simulated physical interaction and was designed to identify and develop the knowledge and abilities of the TG relating to physical concepts involving temporal, spatial or movement elements. The intervention involved the participants using an eye gaze controlled robotic arm with a custom made haptic feedback device to complete a set of tasks. To address issues with assessing the TG, two new digital Assistive Technology (AT) accessible assessments were created for this research, one using static images, the other video clips. Two participants belonging to the TG took part in the study. The outcomes indicated a high level of capability in performing the tasks, with the participants exhibiting a level of knowledge and ability which was much higher than anticipated. One explanation for this finding could be that they have acquired this knowledge through past experiences and ‘observational learning’. The custom haptic device was found to be useful for assessing the participants’ sense of ‘touch’ in a way which is less invasive than conventional ‘pin-prick’ techniques. The new digital AT accessible assessments seemed especially suitable for one participant, while results were mixed for the other. This suggests that a combination of ‘traditional’ assessment and a ‘practical’ intervention assessment approach may help to provide a clearer, more rounded understanding of individuals within the TG. The work makes contributions to knowledge in the field of disability and Assistive Technology, specifically regarding: AT accessible assessments; haptic device design for the TG; the combination of robotics, haptics and eye gaze for use by the TG to interact with the physical world; a deeper understanding of the TG in general; insights into designing for and working with the TG. The work and information gathered can help therapists and education staff to identify strengths and gaps in knowledge and skills, to focus learning and therapy activities appropriately, and to change the perceptions of those who work with this group, encouraging them to broaden their expectations of the TG