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Research suggests that robotics can provide an engaging learning experience for learners with special educational needs. However, further work is required to explore the impact of robots within the classroom, particularly for learners with intellectual disabilities (ID). This paper seeks to further explore the potential effects of robots on such learners through examining engagement and goal achievement within teaching sessions. Eleven participants with ID were recruited from two countries to take part in the study using an ABAB design where the participants acted as their own controls. An appropriate learning goal for each participant was selected by the teacher and equivalent control sessions designed seeking to achieve the same learning goal but without the robot. Engagement, using eye‐gaze, learning goal achievement with and without help and goals not achieved provided the outcome measures from the sessions. This study found no significant difference between the robot and the control sessions for any of the outcome measures utilized suggesting robots are as effective as teaching tools as traditional methods. Through an increased sample size and a rigorously applied experimental protocol, this study provides new data and methodological considerations for further work based on the techniques applied in this study. Practitioner NotesWhat we already know about this topic Robots can encourage engagement in the learning process for students with intellectual disabilities. There is a lack of work examining the potential use of robots within formal learning. There is a lack of work utilizing experimental protocols to study the use of robots. What this paper adds Knowledge of the impact of robots on learner engagement using eye‐gaze as an outcome measure. Knowledge of the impact of robots on goal achievement in pursuit of structured learning objectives. Knowledge of the experimental protocol and suggestions for refinement of the outcome measures in future trials. Implications for practice and/or policy Robots can be as effective as traditional teaching methods in promoting engagement in learning for students with intellectual disabilities. Robots can be as effective as traditional teaching methods in the pursuit of learning goals for students with intellectual disabilities. The effect of robots on learning appears to be variable depending on individual learner characteristics.

Quick Overview:We present a study aimed at exploring whether a humanoid robot may improve the effectiveness of educational interventions targeting children with autism spectrum disorders (ASD). Preliminary results with three preschool children with ASD indicate that interacting with a humanoid robot facilitate engagement and goal achievement in educational activities.