Cyber-Physical Systems for Pedagogical Rehabilitation from an Inclusive Education Perspective

Dimitrova, Maya; Kostova, Snezhana; Lekova, Anna; Vrochidou, Εleni; Chavdarov, Ivan; Krastev, Aleksandar; Botsova, Rositza; Andreeva, Anna; Stancheva-Popkostadinova, Vaska; Ozaeta, Leire

doi:10.18662/brain/11.2sup1/104

Cited by 5 publications

(4 citation statements)

References 20 publications

(20 reference statements)

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“…The system takes input through sensors from the environment and acts accordingly through actuators to make the environment stable (Alur, 2015). The CPS is mainly used for the pedagogical rehabilitation and classroom modeling for children with Autism addressing their cognitive deficiency (Atanasova & Yosifova, 2019; Dimitrova et al, 2020b, 2020; Kostova & Dimitrova, 2018).…”

Section: Proliferation Of Technology In the Learnability Intervention...mentioning

confidence: 99%

Determinants of Technological Interventions for Children With Autism - A Systematic Review

Hasan,

Nene

2023

Journal of Educational Computing Research

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Children with Autism face several significant challenges, including deficits in both verbal and nonverbal communication, difficulties with concentration, limited interest in their surroundings, non-responsiveness, and struggles with adapting to new situations. It is imperative to consider and address these challenges when implementing technological interventions aimed at enhancing the skills of children with Autism. This study aims to identify the research emphasis on the following four determinants of technological interventions for children with Autism - (i) involvement of caregivers, (ii) design considerations, (iii) persuasive technology, (iv) psychological and physiological effects of technologies. These determinants address their deficiencies in communication, coping with new situations, responsiveness and effects of using technologies respectively. A total of seventy six review articles from 2010 to 2022 have been selected through PRISMA guidelines for this study. Most of the selected review articles have not evaluated these four determinants in their studies. This study discusses this research scope and presents future research directions to bridge this gap to develop effective technological solutions to upskill the children with Autism.

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Section: Proliferation Of Technology In the Learnability Intervention...mentioning

confidence: 99%

Determinants of Technological Interventions for Children With Autism - A Systematic Review

Hasan,

Nene

2023

Journal of Educational Computing Research

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“…Архитектурата на робота позволява да се правят модификации по желание на учителите и за удобство на детето. Сценарият с BigFoot беше един от успехите на децата както в стандартното, така и в специалното образование [17]. [10].…”

Section: 1unclassified

“…Децата, които играят с робота, са мотивирани да контролират сложни технологии. Едно дете с аутизъм, което избягваше присъствието на другите деца, остави терапевта да го убеди да играе с робота в предишен сценарий [17].…”

Section: фиг 2 крачещ робот Bigfootunclassified

Aspects of the Intrinsic Motivation as Accessibility Factors in the Inclusive "STEAM" Education

Dimitrova¹,

Sabev²,

Ozaeta³

et al. 2022

STEM

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The paper presents the current development of the proposed by the authors approach to defining digital and e-learning accessibility for effective pedagogical rehabilitation of learners with special learning needs. A novel aspect – intrinsic accessibility – is proposed as complementary to the previously identified extrinsic aspects of accessibility – institutional, informational and cultural. The intrinsic aspects of accessibility – lack of skills, knowledge, or motivation – influence the process of pedagogical rehabilitation of children with special learning needs. Two different pedagogical scenarios implementing educational robots are discussed in a STEAM context.

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“…Some of these CPSs are especially designed with interfaces, which are able to convey social communication (such as chat bots in various applications), education (e.g. LEGO [3] or MIRO [4] robots), as well as perform psycho-social or pedagogical rehabilitation roles [5][6][7][8].…”

Section: Introductionmentioning

confidence: 99%

Psychophysics of Social Cyber-Physical System Acceptance

Dimitrova,

Chehlarova,

Madzharov

et al. 2024

Preprint

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A review of literature, supporting the view on the psychophysical origins of some acceptance effects of cyber-physical systems (CPSs), is presented and discussed in the paper. Psychological effects like the reactance to a robot or the uncanny valley phenomenon suggest that CPSs are perceived as a special type of ‘being’, a phylogenetically emergent category, or a novel ontology in a philosophical sense, culturally developing as a function of the social brain. Justification of this view is provided by the psychophysically-relevant human responses to technologically and socially ambiguous stimuli on the one hand, and the probabilistic independence of the proposed ontology to similar ontologies, subjectively experienced by the human, on the other. The results of the presented in the paper analysis demonstrate the feasibility of the proposed hypothesis of ontological ‘near independence’ of the distribution of the probabilistic psychophysical processes in response to the cyber-physical stimulus as a socially evolving phenomenon.

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Cyber-Physical Systems for Pedagogical Rehabilitation from an Inclusive Education Perspective

Cited by 5 publications

References 20 publications

Determinants of Technological Interventions for Children With Autism - A Systematic Review

Determinants of Technological Interventions for Children With Autism - A Systematic Review

Aspects of the Intrinsic Motivation as Accessibility Factors in the Inclusive "STEAM" Education

Psychophysics of Social Cyber-Physical System Acceptance

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