Using robots to assess problem-solving skills

Abstract

Introduction: Assistive robots may allow children with physical disabilities to manipulate objects and provide a means to participate in cognitive assessments of problem-solving skills. This study aimed to test the problem-solving skills of typically developing children when using a LEGO Õ robot to solve a reverse sequencing task. Additionally, the study aimed to determine the chronological ages at which typically developing children can effectively solve the levels of difficulty. Method: An experimental crossover study was conducted, where 30 typically developing children aged from 3 to 7 years old were randomly assigned to a first condition (either robot or direct hand manipulation using a toy truck). Results: This pilot study demonstrated that older children outperformed younger children when they used both the truck and the robot, and that the robot was best suited for children over the age of five. Conclusion: Children were able to use the robot to manipulate objects and perform the problem-solving task. A robot may be an alternative assessment tool to identify problem-solving skills for children with disabilities. A larger sample size is required to build a database of results when typically developing children use robots, to gauge the level of understanding of children with disabilities.