The aim of the present study was to assess the usefulness of QTrobot, a socially assistive robot, in interventions with children with autism spectrum disorder (ASD) by assessing children's attention, imitation, and presence of repetitive and stereotyped behaviors. Fifteen children diagnosed with ASD, aged from 4 to 14 years participated in two short interactions, one with a person and one with the robot. Statistical analyses revealed that children directed more attention towards the robot than towards the person, imitated the robot as much as the person, and engaged in fewer repetitive or stereotyped behaviors with the robot than with the person. These results support previous research demonstrating the usefulness of robots in short interactions with children with ASD and provide new evidence to the usefulness of robots in reducing repetitive and stereotyped behaviors in children with ASD, which can affect children's learning.
Robots and autonomous systems in general are set to sufer similar cybersecurity problems that computers have been facing for decades. This is not only worrying for critical tasks such as those performed by surgical, or military robots but also for household robots such as vacuum cleaners or for teleconference robots compromise privacy and safety of their owners. What will happen if these robots are hacked? This study presents a survey on the cybersecurity atacks associated with service robots, and as a result, a taxonomy that classiies the risks faced by users when using service robots, distinguishing between security and safety threads, is presented. We also present the robot software development phase as one the most relevant ones for the security of robots.
Social robots have an enormous potential for educational applications and allow for cognitive outcomes that are similar to those with human involvement. Remotely controlling a social robot to interact with students and peers in an immersive fashion opens up new possibilities for instructors and learners alike. Using immersive approaches can promote engagement and have beneficial effects on remote lesson delivery and participation. However, the performance and power consumption associated with the involved devices are often not sufficiently contemplated, despite being particularly important in light of sustainability considerations. The contributions of this research are thus twofold. On the one hand, we present telepresence solutions for a social robot’s location-independent operation using (a) a virtual reality headset with controllers and (b) a mobile augmented reality application. On the other hand, we perform a thorough analysis of their power consumption and system performance, discussing the impact of employing the various technologies. Using the QTrobot as a platform, direct and immersive control via different interaction modes, including motion, emotion, and voice output, is possible. By not focusing on individual subsystems or motor chains, but the cumulative energy consumption of an unaltered robot performing remote tasks, this research provides orientation regarding the actual cost of deploying immersive robotic telepresence solutions.
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