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

Hedgecock, Joseph and Standen, Penny J. and Beer, Charlotte and Brown, David and Stewart, David S. (2014) Evaluating the role of a humanoid robot to support learning in children with profound and multiple disabilities. Journal of Assistive Technologies, 8 (3). pp. 111-123. ISSN 2042-8723

[img]
Preview
PDF - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (671kB) | Preview
[img]
Preview
PDF (Tables) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (249kB) | Preview

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.

Item Type: Article
Keywords: Education, Learning objectives, Case studies, Engagement, Robots, Intellectual disabilities
Schools/Departments: University of Nottingham, UK > Faculty of Medicine and Health Sciences
University of Nottingham, UK > Faculty of Medicine and Health Sciences > School of Medicine > Division of Rehabilitation and Ageing
University of Nottingham, UK > Faculty of Medicine and Health Sciences > School of Medicine
Identification Number: 10.1108/JAT-02-2014-0006
Depositing User: Dziunka, Patricia
Date Deposited: 22 Mar 2017 11:15
Last Modified: 18 Oct 2017 17:21
URI: http://eprints.nottingham.ac.uk/id/eprint/41283

Actions (Archive Staff Only)

Edit View Edit View