Small-Group Technology-Assisted Instruction: Virtual Teacher and Robot Peer for Individuals with Autism Spectrum Disorder

Saadatzi, Mohammad Nasser; Pennington, Robert C.; Welch, Karla Conn; Graham, James H.

doi:10.1007/s10803-018-3654-2

Cited by 54 publications

(57 citation statements)

References 57 publications

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“…To automate the teaching process, a virtual teacher is very often introduced into a virtual environment. For example, in [70], the authors presented an intelligent tutoring system aiming to teach reading skills among students with autism. The environment consists of a virtual classroom, a pedagogical agent (tutor), and a humanoid robot with the role of a peer.…”

Section: Types Of Virtual Educational Environmentsmentioning

confidence: 99%

Virtual Reality and Its Applications in Education: Survey

et al. 2019

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In the education process, students face problems with understanding due to the complexity, necessity of abstract thinking and concepts. More and more educational centres around the world have started to introduce powerful new technology-based tools that help meet the needs of the diverse student population. Over the last several years, virtual reality (VR) has moved from being the purview of gaming to professional development. It plays an important role in teaching process, providing an interesting and engaging way of acquiring information. What follows is an overview of the big trend, opportunities and concerns associated with VR in education. We present new opportunities in VR and put together the most interesting, recent virtual reality applications used in education in relation to several education areas such as general, engineering and health-related education. Additionally, this survey contributes by presenting methods for creating scenarios and different approaches for testing and validation. Lastly, we conclude and discuss future directions of VR and its potential to improve the learning experience.Information 2019, 10, 318 2 of 20 must be carried out under supervision; therefore, students cannot self-configure lab equipment, experience states of emergency or effects of misconfiguration which may lead to equipment damage. Moreover, there is no possibility to practice and catch up outside the laboratory schedule. Currently, the solutions are modern technologies such as online courses [8,9], blended learning [10-13], different computer-based platforms [14-18] and many others, which allow the students to repeat several times the same topic, make mistakes and learn from them. Numerous examples of hardware and software which have been successful in educational processes indicate that edtech industry can improve learning outcomes for the majority of students [19]. More and more educational centres around the world are starting to introduce powerful new technology tools that help them to meet the needs of diverse student populations. Traditional books are being replaced by digital instructional content (especially from open educational resources) [20]. Notebooks, tablets or cell phones with dedicated application have replaced classical copybooks [21]. Distance [22] and personalised learning [23] are used to tailor education to each student's academic strengths, weaknesses, preferences and goals.It is well known that the use of information and communication technologies have been found to improve student attitudes towards learning [24][25][26][27]. It is a rapidly growing field of research, continually developing and looking for new technological solutions. Over the last several years, Virtual Reality (VR), which provides an interactive computer-generated environment, has moved from being the purview of the gaming to the professional development such as military, psychology, medicine and teaching applications.In 1987, Jaron Lanier, together with Steve Bryson, formulated the first definition of VR, which they desc...

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Section: Types Of Virtual Educational Environmentsmentioning

confidence: 99%

Virtual Reality and Its Applications in Education: Survey

et al. 2019

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“…A robot's disposition is also important for therapy. 50 The distance from the robot to a user affects the user's impression of it. A reasonable distance differs, depending on each individual.…”

Section: Optimal Robotic Condition For Individuals With Asdmentioning

confidence: 99%

Optimal robot for intervention for individuals with autism spectrum disorders

Kumazaki

Muramatsu

Yoshikawa

et al. 2020

Psychiatry Clin Neurosci

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With recent rapid advances in technology, human-like robots have begun functioning in a variety of ways. As increasing anecdotal evidence suggests, robots may offer many unique opportunities for helping individuals with autism spectrum disorders (ASD). Individuals with ASD often achieve a higher degree of task engagement through the interaction with robots than through interactions with human trainees. The type and form of robots to be used for individuals with ASD have been meticulously considered. Simple robots and animal robots are acceptable because of their simplicity and the ease of interesting and engaging interactions. Android robots have the benefit of the potential of generalization into daily life to some extent. Considering the affinity between robots and users is important to draw out the potential capabilities of robotic intervention to the fullest extent. In the robotic condition, factors such as the appearance, biological motion, clothes, hairstyle, and disposition are important. Many factors of a user, such as age, sex, and IQ, may also affect the affinity of individuals with ASD toward a robot. The potential end-users of this technology may be unaware or unconvinced of the potential roles of robots in ASD interventions. If trainers have extensive experience in using robots, they can identify many potential roles of robots based on their experience. To date, only a few studies have been conducted in the field of robotics for providing assistance to individuals with ASD, and future studies are needed to realize an optimal robot for this purpose.

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“…A creative study combining virtual reality technology and social robotics for tutoring children with ASD was undertaken by Saadatzi et al [45]. Research subjects included three children with ASD, ages 6–8 years.…”

Section: Resultsmentioning

confidence: 99%

“…(2018). .Communication, sight word instruction, imitation, gazing, pointing, clappingSaadatzi et al (2018) [45]Purpose: Evaluate a tutoring system featuring virtual teacher instructing sight words, and a humanoid robot emulating a peer upon the child’s word acquisition, retention, and maintenance performanceThis study combined virtual reality technology (an avatar as virtual teacher) and social robotics for tutoring children with ASD.Cognitive and motor skills, gestural learningSo et al (2018) [46]Purpose: Evaluate robot-based gestural training sessions utilizing social robot, NAO, whom children were told to imitate with goal to reduce the gestural delay in children with ASD in their early childhood.NAO (see reference above)…”

Section: Table A1mentioning

confidence: 99%

Computer- and Robot-Assisted Therapies to Aid Social and Intellectual Functioning of Children with Autism Spectrum Disorder

et al. 2019

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Background and objectives: Children with autism spectrum disorder (ASD) experience challenges with social interactions, a core feature of the disorder. Social skills therapy has been shown to be helpful. Over the past several years, computer-assisted and robot-assisted therapies have been infiltrating the social skills teaching environment. Rapid progress in the field of technology, especially in the robotics area, offers tremendous possibilities for innovation and treatment or even education for individuals with ASD. This paper’s purpose is to drive awareness of these innovative interventions in order to support the social lives of children with ASD. The aims of the paper are identifying (1) the types of Information Technology platforms that are being evaluated in computer and robot-assisted therapies for children with ASD; (2) the various disciplines or professions studying and utilizing these computer and robot-assisted social skill therapies; (3) the outcomes being evaluated in each trial; and (4) if results demonstrate benefits to children with autism. Materials and Methods: PubMed, CINAHL, Science Direct, and Web of Science databases were searched for clinical trials published over the past five years. Search terms incorporated the subject intersection of autism, and computer or robot-assisted therapy. Results were mined for pediatric populations only and study designs establishing controlled comparisons. Results: Eighteen unique international studies were identified that utilize robot interventions (11 studies) and serious computer game interventions (seven studies). Most demonstrated promising results in improving outcomes for children with ASD. Study implications reveal a rapidly evolving assistive technology for ASD social skills therapy. Conclusions: These interventions show considerable promise, but more effectiveness and cost effectiveness research of high quality should be carried out with larger numbers of children. Also, further studies are necessary to evaluate these technologies’ effectiveness amongst adults with ASD and within unique subsets of the higher functioning autism population.

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Small-Group Technology-Assisted Instruction: Virtual Teacher and Robot Peer for Individuals with Autism Spectrum Disorder

Cited by 54 publications

References 57 publications

Virtual Reality and Its Applications in Education: Survey

Virtual Reality and Its Applications in Education: Survey

Optimal robot for intervention for individuals with autism spectrum disorders

Computer- and Robot-Assisted Therapies to Aid Social and Intellectual Functioning of Children with Autism Spectrum Disorder

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