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High-functioning autistic children programming robotic behaviour

High-functioning autistic children programming robotic behaviour The purpose of this paper is to examine the ability of high-functioning autistic (HFA) children to programme robotic behaviour and sought to elucidate how they describe and construct a robot’s behaviour using iconic programming software.Design/methodology/approachThe robotic learning environment is based on the iPad, an iconic programming app (KinderBot), and EV3. Two case studies, of A. and N., both HFA children of average age 10.5, are the focus of this research.FindingsThe research revealed how the participants succeeded in programming the behaviour of an “other” at different programming complexity levels (from simple action to combinations of states of two binary sensors and rule with subroutine). A transformation from procedural to declarative description was also found.Practical implicationsThis research on the ability of HFA children to programme robotic behaviour yielded results that can be implemented in K-12 education. Furthermore, learning to programme robots and understand how robotic technologies work may help HFA children to better understand other technology in their environment.Originality/valueIn this research, the authors present an innovative approach that for the first time enables HFA children to “design” the behaviour of smart artefacts to use their sensors to adapt in accordance with the environment. For most HFA children, this would be the first opportunity to “design” the behaviour of the other, as opposed to oneself, since in most of their experience they have been largely controlled by another person. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Enabling Technologies Emerald Publishing

High-functioning autistic children programming robotic behaviour

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2398-6263
DOI
10.1108/jet-12-2018-0069
Publisher site
See Article on Publisher Site

Abstract

The purpose of this paper is to examine the ability of high-functioning autistic (HFA) children to programme robotic behaviour and sought to elucidate how they describe and construct a robot’s behaviour using iconic programming software.Design/methodology/approachThe robotic learning environment is based on the iPad, an iconic programming app (KinderBot), and EV3. Two case studies, of A. and N., both HFA children of average age 10.5, are the focus of this research.FindingsThe research revealed how the participants succeeded in programming the behaviour of an “other” at different programming complexity levels (from simple action to combinations of states of two binary sensors and rule with subroutine). A transformation from procedural to declarative description was also found.Practical implicationsThis research on the ability of HFA children to programme robotic behaviour yielded results that can be implemented in K-12 education. Furthermore, learning to programme robots and understand how robotic technologies work may help HFA children to better understand other technology in their environment.Originality/valueIn this research, the authors present an innovative approach that for the first time enables HFA children to “design” the behaviour of smart artefacts to use their sensors to adapt in accordance with the environment. For most HFA children, this would be the first opportunity to “design” the behaviour of the other, as opposed to oneself, since in most of their experience they have been largely controlled by another person.

Journal

Journal of Enabling TechnologiesEmerald Publishing

Published: Aug 19, 2019

Keywords: Autism; Technology; Cognition; Programming; Autism spectrum disorders; Robotic devices

References