Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Evaluating the role of a humanoid robot to support learning in children with profound and multiple disabilities

Evaluating the role of a humanoid robot to support learning in children with profound and... Purpose – The purpose of this paper is to identify ways teachers might employ a robot to achieve learning objectives with pupils with intellectual disabilities and potential outcome measures. Design/methodology/approach – A series of five case studies where teacher-pupil dyads were observed during five planned video-recorded sessions with a humanoid robot. Engagement was rated in a classroom setting and during the last session with the robot. Video recordings were analysed for duration of engagement, teacher assistance and number of goals achieved. Findings – Teachers identified a wide range of learning objectives ranging from an appreciation of cause and effect to improving the pupil's sense of direction. The robot's role could be to reward behaviour, provide cues or provide an active element to learning. Rated engagement was significantly higher with the robot than in the classroom. Research limitations/implications – A robot with a range of functions that allowed it to be engaging and motivating for the wide range of pupils in special education would be expensive and require teachers to learn how to use it. The findings identify ways to provide evidence that this expenditure of time and money is worthwhile. Originality/value – There is almost no research teachers can refer to on using robots to support learning in children with intellectual disabilities. This paper is therefore of value for researchers who wish to investigate using robots to educate children with intellectual disabilities, as it can provide vital information to aid study design. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Assistive Technologies Emerald Publishing

Evaluating the role of a humanoid robot to support learning in children with profound and multiple disabilities

Download PDF
13 pages

Loading next page...
 
/lp/emerald-publishing/evaluating-the-role-of-a-humanoid-robot-to-support-learning-in-AF0zcOPlsR
Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
1754-9450
DOI
10.1108/JAT-02-2014-0006
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to identify ways teachers might employ a robot to achieve learning objectives with pupils with intellectual disabilities and potential outcome measures. Design/methodology/approach – A series of five case studies where teacher-pupil dyads were observed during five planned video-recorded sessions with a humanoid robot. Engagement was rated in a classroom setting and during the last session with the robot. Video recordings were analysed for duration of engagement, teacher assistance and number of goals achieved. Findings – Teachers identified a wide range of learning objectives ranging from an appreciation of cause and effect to improving the pupil's sense of direction. The robot's role could be to reward behaviour, provide cues or provide an active element to learning. Rated engagement was significantly higher with the robot than in the classroom. Research limitations/implications – A robot with a range of functions that allowed it to be engaging and motivating for the wide range of pupils in special education would be expensive and require teachers to learn how to use it. The findings identify ways to provide evidence that this expenditure of time and money is worthwhile. Originality/value – There is almost no research teachers can refer to on using robots to support learning in children with intellectual disabilities. This paper is therefore of value for researchers who wish to investigate using robots to educate children with intellectual disabilities, as it can provide vital information to aid study design.

Journal

Journal of Assistive Technologies – Emerald Publishing

Published: Sep 9, 2014

There are no references for this article.