Using assistive robots to promote inclusive education

Purpose: This paper describes the development and test of physical and virtual integrated augmentative manipulation and communication assistive technologies (IAMCATs) that enable children with motor and speech impairments to manipulate educational items by controlling a robot with a gripper, while communicating through a speech generating device. Method: Nine children with disabilities, nine regular and nine special education teachers participated in the study. Teachers adapted academic activities so they could also be performed by the children with disabilities using the IAMCAT. An inductive content analysis of the teachers’ interviews before and after the intervention was performed. Results: Teachers considered the IAMCAT to be a useful resource that can be integrated into the regular class dynamics respecting their curricular planning. It had a positive impact on children with disabilities and on the educational community. However, teachers pointed out the difficulties in managing the class, even with another adult present, due to the extra time required by children with disabilities to complete the activities. Conclusions: The developed assistive technologies enable children with disabilities to participate in academic activities but full inclusion would require another adult in class and strategies to deal with the additional time required by children to complete the activities. Implications for Rehabilitation Integrated augmentative manipulation and communication assistive technologies are useful resources to promote the participation of children with motor and speech impairments in classroom activities. Virtual tools, running on a computer screen, may be easier to use but further research is needed in order to evaluate its effectiveness when compared to physical tools. Full participation of children with motor and speech impairments in academic activities using these technologies requires another adult in class and adequate strategies to manage the extra time the child with disabilities may require to complete the activities.info:eu-repo/semantics/acceptedVersio

Conducting neuropsychological tests with a humanoid robot: design and evaluation

International audience— Socially assistive robot with interactive behavioral capability have been improving quality of life for a wide range of users by taking care of elderlies, training individuals with cognitive disabilities or physical rehabilitation, etc. While the interactive behavioral policies of most systems are scripted, we discuss here key features of a new methodology that enables professional caregivers to teach a socially assistive robot (SAR) how to perform the assistive tasks while giving proper instructions, demonstrations and feedbacks. We describe here how socio-communicative gesture controllers – which actually control the speech, the facial displays and hand gestures of our iCub robot – are driven by multimodal events captured on a professional human demonstrator performing a neuropsychological interview. Furthermore, we propose an original online evaluation method for rating the multimodal interactive behaviors of the SAR and show how such a method can help designers to identify the faulty events

Assistive technology design and development for acceptable robotics companions for ageing years

© 2013 Farshid Amirabdollahian et al., licensee Versita Sp. z o. o. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs license, which means that the text may be used for non-commercial purposes, provided credit is given to the author.A new stream of research and development responds to changes in life expectancy across the world. It includes technologies which enhance well-being of individuals, specifically for older people. The ACCOMPANY project focuses on home companion technologies and issues surrounding technology development for assistive purposes. The project responds to some overlooked aspects of technology design, divided into multiple areas such as empathic and social human-robot interaction, robot learning and memory visualisation, and monitoring persons’ activities at home. To bring these aspects together, a dedicated task is identified to ensure technological integration of these multiple approaches on an existing robotic platform, Care-O-Bot®3 in the context of a smart-home environment utilising a multitude of sensor arrays. Formative and summative evaluation cycles are then used to assess the emerging prototype towards identifying acceptable behaviours and roles for the robot, for example role as a butler or a trainer, while also comparing user requirements to achieved progress. In a novel approach, the project considers ethical concerns and by highlighting principles such as autonomy, independence, enablement, safety and privacy, it embarks on providing a discussion medium where user views on these principles and the existing tension between some of these principles, for example tension between privacy and autonomy over safety, can be captured and considered in design cycles and throughout project developmentsPeer reviewe

Competing Concerns on Emerging Welfare Technologies. A review of eight prevailing debates in current literature

Welfare technologies (WT) such as telecare, service robots, and other digital innovations for public sector service delivery are expected to improve and even radically transform health- and eldercare. However, despite political awareness and financial investments, many studies report promising inventions that fail to become implemented on a larger scale. Current research draws a fragmented and heterogeneous picture of this problem, with divergent implications for practice. This article reviews and discusses the extant literature to identify eight competing concerns central to how WT can become implemented on a large scale. By highlighting and contrasting practical and theoretical positions in this emerging and interdisciplinary research topic, the review contributes to understanding the complexities that managers and policy-makers must address to diffuse and sustain WT innovations from small to large scale

Explainable shared control in assistive robotics

Shared control plays a pivotal role in designing assistive robots to complement human capabilities during everyday tasks. However, traditional shared control relies on users forming an accurate mental model of expected robot behaviour. Without this accurate mental image, users may encounter confusion or frustration whenever their actions do not elicit the intended system response, forming a misalignment between the respective internal models of the robot and human. The Explainable Shared Control paradigm introduced in this thesis attempts to resolve such model misalignment by jointly considering assistance and transparency. There are two perspectives of transparency to Explainable Shared Control: the human's and the robot's. Augmented reality is presented as an integral component that addresses the human viewpoint by visually unveiling the robot's internal mechanisms. Whilst the robot perspective requires an awareness of human "intent", and so a clustering framework composed of a deep generative model is developed for human intention inference. Both transparency constructs are implemented atop a real assistive robotic wheelchair and tested with human users. An augmented reality headset is incorporated into the robotic wheelchair and different interface options are evaluated across two user studies to explore their influence on mental model accuracy. Experimental results indicate that this setup facilitates transparent assistance by improving recovery times from adverse events associated with model misalignment. As for human intention inference, the clustering framework is applied to a dataset collected from users operating the robotic wheelchair. Findings from this experiment demonstrate that the learnt clusters are interpretable and meaningful representations of human intent. This thesis serves as a first step in the interdisciplinary area of Explainable Shared Control. The contributions to shared control, augmented reality and representation learning contained within this thesis are likely to help future research advance the proposed paradigm, and thus bolster the prevalence of assistive robots.Open Acces

Integrating Socially Assistive Robots into Language Tutoring Systems. A Computational Model for Scaffolding Young Children's Foreign Language Learning

Schodde T. Integrating Socially Assistive Robots into Language Tutoring Systems. A Computational Model for Scaffolding Young Children's Foreign Language Learning. Bielefeld: Universität Bielefeld; 2019.Language education is a global and important issue nowadays, especially for young children since their later educational success build on it. But learning a language is a complex task that is known to work best in a social interaction and, thus, personalized sessions tailored to the individual knowledge and needs of each child are needed to allow for teachers to optimally support them. However, this is often costly regarding time and personnel resources, which is one reasons why research of the past decades investigated the benefits of Intelligent Tutoring Systems (ITSs). But although ITSs can help out to provide individualized one-on-one tutoring interactions, they often lack of social support. This dissertation provides new insights on how a Socially Assistive Robot (SAR) can be employed as a part of an ITS, building a so-called "Socially Assistive Robot Tutoring System" (SARTS), to provide social support as well as to personalize and scaffold foreign language learning for young children in the age of 4-6 years. As basis for the SARTS a novel approach called A-BKT is presented, which allows to autonomously adapt the tutoring interaction to the children's individual knowledge and needs. The corresponding evaluation studies show that the A-BKT model can significantly increase student's learning gains and maintain a higher engagement during the tutoring interaction. This is partly due to the models ability to simulate the influences of potential actions on all dimensions of the learning interaction, i.e., the children's learning progress (cognitive learning), affective state, engagement (affective learning) and believed knowledge acquisition (perceived learning). This is particularly important since all dimensions are strongly interconnected and influence each other, for example, a low engagement can cause bad learning results although the learner is already quite proficient. However, this also yields the necessity to not only focus on the learner's cognitive learning but to equally support all dimensions with appropriate scaffolding actions. Therefore an extensive literature review, observational video recordings and expert interviews were conducted to find appropriate actions applicable for a SARTS to support each learning dimension. The subsequent evaluation study confirms that the developed scaffolding techniques are able to support young children’s learning process either by re-engaging them or by providing transparency to support their perception of the learning process and to reduce uncertainty. Finally, based on educated guesses derived from the previous studies, all identified strategies are integrated into the A-BKT model. The resulting model called ProTM is evaluated by simulating different learner types, which highlight its ability to autonomously adapt the tutoring interactions based on the learner's answers and provided dis-engagement cues. Summarized, this dissertation yields new insights into the field of SARTS to provide personalized foreign language learning interactions for young children, while also rising new important questions to be studied in the future

Robotic biofeedback for post-stroke gait rehabilitation: a scoping review

This review aims to recommend directions for future research on robotic biofeedback towards prompt post-stroke gait rehabilitation by investigating the technical and clinical specifications of biofeedback systems (BSs), including the complementary use with assistive devices and/or physiotherapist-oriented cues. A literature search was conducted from January 2019 to September 2022 on Cochrane, Embase, PubMed, PEDro, Scopus, and Web of Science databases. Data regarding technical (sensors, biofeedback parameters, actuators, control strategies, assistive devices, physiotherapist-oriented cues) and clinical (participants’ characteristics, protocols, outcome measures, BSs’ effects) specifications of BSs were extracted from the relevant studies. A total of 31 studies were reviewed, which included 660 stroke survivors. Most studies reported visual biofeedback driven according to the comparison between real-time kinetic or spatiotemporal data from wearable sensors and a threshold. Most studies achieved statistically significant improvements on sensor-based and clinical outcomes between at least two evaluation time points. Future research should study the effectiveness of using multiple wearable sensors and actuators to provide personalized biofeedback to users with multiple sensorimotor deficits. There is space to explore BSs complementing different assistive devices and physiotherapist-oriented cues according to their needs. There is a lack of randomized-controlled studies to explore post-stroke stage, mental and sensory effects of BSs.This work has been supported in part by the FEDER Funds through the COMPETE 2020—Programa Operacional Competitividade e Internacionalização (POCI) and P2020 with the Reference Project SmartOs Grant POCI-01-0247-FEDER-039868, and by FCT national funds, under the national support to R&D units grant, through the reference project UIDB/04436/2020 and UIDP/04436/2020, under scholarship reference 2020.05709.BD, and under Stimulus of Scientific Employment with the grant 2020.03393.CEECIND