An educational support tool based on robotic assistants, mobile apps, and expert systems for children with Down syndrome

Robles-Bykbaev, Vladimir; Andrade-Prieto, E.; Solorzano-Guerrero, P.; Robles-Bykbaev, Y.; Pesántez-Avilés, Fernando; Parra-Astudillo, Ana

doi:10.1109/intercon.2018.8526467

Cited by 5 publications

(5 citation statements)

References 8 publications

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“…Popular methodologies for both design and evaluation included questionnaires, (semi-structured) interviews to gather data from parents, guardians, or caregivers e.g. [80,82,125,131]. While one study e.g., [118] made use of scaffolding from stakeholders which included teachers or educators, and experts during the training phases of app for support, the scaffolding support was gradually then reduced as the participants with DS became more autonomous in their task, or activities.…”

Section: Rq3: What Are the Methodological Approaches For Designing An...mentioning

confidence: 99%

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Technology-enhanced support for children with Down Syndrome: A systematic literature review

Shahid

Law

Verdezoto

2022

International Journal of Child-Computer Interaction

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Section: Rq3: What Are the Methodological Approaches For Designing An...mentioning

confidence: 99%

“…This paper used robots to support pedagogical approaches. Investigating student performance and motivation [80], providing educational tool for supporting the curriculum for DS [125] and teaching computational thinking to students with Down syndrome [96].…”

Section: Rq1: What Are the Different Types And Purposes Of Digital Te...mentioning

confidence: 99%

Technology-enhanced support for children with Down Syndrome: A systematic literature review

Shahid

Law

Verdezoto

2022

International Journal of Child-Computer Interaction

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“…All the activities are of graded difficulty and they are selected according to the user's ability level. In addition, it incorporates many functions, aimed at educators for decision-making, monitoring children's progress and suggestions for exercises and/or activities for the class [7]. 7.…”

Section: Mobile Apps For Down Syndrome Childrenmentioning

confidence: 99%

“…Moreover, m-learning is an alternative educational method, with attractive teaching tools, that are necessary for these children, due to their selective deficits in various areas of their development [6]. Thus, they provide them with incentives to actively engage and take initiatives and, at the same time, contribute to increasing their attention span [7].…”

Section: Introductionmentioning

confidence: 99%

Language Development and Mobile Apps for Down Syndrome Children

Karagianni

Drigas

2022

TSSJ

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Down syndrome is considered to be one of the most prevalent genetic causes of intellectual disability, derived from chromosomal disorder, which accounts for dysfunctions in many organs and has a characteristic phenotype, which consists of physical and behavioral features. Many studies have shown that language is one of the most impaired areas of function in Down syndrome and perhaps, the highest barrier for their substantial inclusion into formal education and community. The aim of this paper is to investigate the specific features of this linguistic phenotype, presenting the strengths and weaknesses of their language, as well as the factors that contribute to their formation, compared to normally developing children. In addition, it scopes to highlight the role of educational mobile apps, as innovative and interactive tools for the developmental learning of Down syndrome children. The results of the research indicate that their language goes through the same, with typical development sequences, but progressively erases a slowing trajectory and results in lower performance. However, the use of mobile apps can significantly improve their cognitive functioning, in order to acquire academic and social skills that will ensure them an independent and quality life.

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“…Education robotic oer a safe environment where kids can test a hypothesis and problem solutions according to age always supported by learning process well dened and tested to not engrave or threatened the development of kids [14]. Initial experiments as [2,11,8] show the benets obtained when a computational systems helps in the education, emphasizing that the robot is not a replace of humans, only is used as a reinforcement.…”

Section: Introductionmentioning

confidence: 99%

Teaching Basic Concepts: Geometric Forms and Colors on a NAO Robot Platform

Olvera¹,

Escalona²,

Sossa³

2019

RCS

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Basic geometry gures and colors are some of the rst approach on children mathematics learning, this process tend to be longtime and often is needed several sessions to learn these concepts correctly. Classical teaching models require a teacher and students, where teacher show the concept (name, form) and student repeat. Cases where the concept is not learned in a group, it is required personal sessions one-to-one, taking more time that teacher can give to each student. In this paper we propose the use of NAO robot as an educative platform to teach colors and geometry forms to children, using voice and image processing, with a game-like structure ensuring the learning process result in correct learning.

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An educational support tool based on robotic assistants, mobile apps, and expert systems for children with Down syndrome

Cited by 5 publications

References 8 publications

Technology-enhanced support for children with Down Syndrome: A systematic literature review

Technology-enhanced support for children with Down Syndrome: A systematic literature review

Language Development and Mobile Apps for Down Syndrome Children

Teaching Basic Concepts: Geometric Forms and Colors on a NAO Robot Platform

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