A inteligência artificial será uma bênção ou preocupação em robôs assistivos para brincar?

The recent advances and popularity of artificial intelligence (AI) offer exciting possibilities to improve technology but they also raise concerns. In this paper, we use our research to present the potential benefits of using AI in assistive technology for children with disabilities to access play, and examine potential ethical concerns surrounding data required by AI algorithms. Since play is a key factor in child well-being and cognitive development, secondary disabilities may arise as a consequence of motor impairments. Assistive robots for augmentative manipulation can be instrumental in providing children with physical disabilities play opportunities, but we need to take a principled and user-centered approach to technical innovations.Os avanços recentes e popularidade da Inteligência Artificial (IA) oferecem possibilidades animadoras para melhorar a tecnologia, mas, também, trazem preocupação. Neste artigo, usamos nossa pesquisa para apresentar os benefícios potenciais do uso da IA em tecnologia assistiva para crianças com deficiências brincarem e examinar possíveis preocupações éticas em torno dos dados exigidos pelos algoritmos de IA. Uma vez que o brincar é um fator chave no bem-estar infantil e no desenvolvimento cognitivo, as incapacidades secundárias podem surgir como consequência de deficiências motoras. Robôs assistivos para manipulação aumentativa podem ser fundamentais para proporcionar às crianças com deficiência física oportunidades de brincar, mas precisamos adotar uma abordagem baseada em princípios e centrada no usuário para inovações técnicas.info:eu-repo/semantics/publishedVersio

Will artificial intelligence be a blessing or concern in assistive robots for play?

The recent advances and popularity of artificial intelligence (AI) offer exciting possibilities to improve technology but they also raise concerns.  In this paper, we use our research to present the potential benefits of using AI in assistive technology for children with disabilities to access play, and examine potential ethical concerns surrounding data required by AI algorithms. Since play is a key factor in child well-being and cognitive development, secondary disabilities may arise as a consequence of motor impairments. Assistive robots for augmentative manipulation can be instrumental in providing children with physical disabilities play opportunities, but we need to take a principled and user-centered approach to technical innovations.Os avanços recentes e popularidade da Inteligência Artificial (IA) oferecem possibilidades animadoras para melhorar a tecnologia, mas, também, trazem preocupação. Neste artigo, usamos nossa pesquisa para apresentar os benefícios potenciais do uso da IA em tecnologia assistiva para crianças com deficiências brincarem e examinar possíveis preocupações éticas em torno dos dados exigidos pelos algoritmos de IA. Uma vez que o brincar é um fator chave no bem-estar infantil e no desenvolvimento cognitivo, as incapacidades secundárias podem surgir como consequência de deficiências motoras. Robôs assistivos para manipulação aumentativa podem ser fundamentais para proporcionar às crianças com deficiência física oportunidades de brincar, mas precisamos adotar uma abordagem baseada em princípios e centrada no usuário para inovações técnicas

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

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

Trust in Human-Robot Interaction Within Healthcare Services: A Review Study

There has always been a dilemma of the extent to which human can rely on machines in different activities of daily living. Ranging from riding on a self-driving car to having an iRobot vacuum clean the living room. However, when it comes to healthcare settings where robots are intended to work next to human, making decision gets difficult because repercussions may jeopardize people’s life. That has led scientists and engineers to take one step back and think out of the box. Having concept of trust under scrutiny, this study helps deciphering complex human-robot interaction (HRI) attributes. Screening essential constituents of what shapes the trust in human mind as s/he is working with a robot will provide a more in-depth insight through how to build and consolidate the trust. In physiotherapeutic realm, this feeds into improving safety protocols and level of comfort; as well as increasing the efficacy of robot-assisted physical therapy and rehabilitation. This paper provides a comprehensive framework for measuring trust through introducing several scenarios that are prevalent in rehabilitation environment. This proposed framework highlights importance of clear communication between physicians and how they expect robot to intervene in a human centered task. In addition, it reflects on patients’ perception of robot assistance. Ultimately, recommendations are made in order to maximize trust earned from the patients which then feeds into enhancing efficacy of the therapy. This is an ongoing study; authors are working with a local hospital to implement the know in a real-world application

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

info:eu-repo/semantics/acceptedVersio

Corpo, movimento e robotica educativa per gli studenti con Bisogni Educativi Speciali

In this paper, we present some topics to improve the use of Robotics in teaching, with a new approach of Embodied Cognitive Science (ECS) (Gomez Paloma, 2013) in order to facilitate learning of all students. The notion of simulation (Gallese, 2005b; 2009) has assumed a central role in the theories of the embodied cognition; in particular, it’s made reference to the motor simulation during the observation of objects or people performing an action, and the comprehension of a language. The learning experience with the robot is characterized as a relational experience that is essentially different fromthat with a computer or another electronic device. Attention for body and movement through Robotics stimulates development of basic skills and capacity for learning, as visuo- spatial, visuo-motory and social skills; these skills are very important for students, especially for students with Special Educational Needs.L’articolo presenta alcuni argomenti connessi all’utilizzo della robotica nell’insegnamento, attraverso la prospettiva dell’Embodied Cognitive Science (ECS) (Gomez Paloma, 2013), al fine di facilitare l’apprendimento di tutti glistudenti. La nozione di simulazione (Gallese, 2005b; 2009) ha assunto un ruolo centrale nelle teorie della cognizione incarnata; nell’articolo, si farà riferimento particolare al processo di simulazione motoria che si verifica durante l’osservazione di oggetti o persone che eseguono un’azione e la comprensione di una lingua. L’esperienza di apprendimento con il robot si caratterizza come un’esperienza relazionale che è sostanzialmente diversa dall’esperienza di apprendimento con un computer o con altro dispositivo elettronico. L’attenzione per il corpo e per il movimento attraverso la Robotica stimola i processi di imitazione e lo sviluppo delle competenze di base e delle abilità essenziali per l’apprendimento, quali le abilità visuo-spaziali, visuo-motorie, linguistiche, empatiche e sociali. Queste competenze sono molto importanti per tutti glistudenti, ma lo sono maggiormente per gli studenti con Bisogni Educativi Speciali

Virtual Pet Companion A digital console to enhance the Experience of Children with Cerebral Palsy

This research investigates the use of game style consoles as service technology for children with Cerebral Palsy, in order to help them develop their fine motor skills and thereby become more independent in interactions with family and caregivers. The game involves a virtual pet companion for a six-year-old child with Cerebral Palsy currently living in Toronto. It was designed specifically to cater to his interests and needs; however, this research more broadly seeks to explore the potentiality of video games for rehabilitation for children with Cerebral Palsy, taking into account the propensity and interest children often have for new technologies. Drawing from research on Cerebral Palsy, the psychology of play, existing service technologies for children with disabilities, pet therapy and gamification, my project provides insight into how new interactive technologies can afford children with Cerebral Palsy the opportunity to interact more easily with the physical world

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