Adapting a robotics program to enhance participation and interest in STEM among children with disabilities: a pilot study

Lindsay, Sally; Hounsell, Kara Grace

doi:10.1080/17483107.2016.1229047

Cited by 40 publications

(36 citation statements)

References 32 publications

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“…(2014) NAO NextGen Robot 6 students (4 males, 2 females); 5 teachers from 9 to 17 years old Hinchliffe et al. (2016) Lego MINDSTORMS® Education EV3 School A: 10 students with ASD; 10 parents; 2 teachers School B: 8 children with ASD; 8 parents; 2 teachers from 12 to 13 years old Lindsay and Hounsell (2017) Lego MINDSTORMS WeDo® 18 Students: 4 female, 14 male; 12 parents; 11 key informants from 6 to 13 years old Standen et al. (2014) NAO NextGen Robot 2 female, 9 male (two pupils with this disorder in this study) one 7 and one 11 years old Yuen et al.…”

Section: Resultsmentioning

confidence: 99%

“…(2016) Integrated augmentative manipulation and communication assistive technologies (IAMCATs) 5 students in the 2013/2014 academic year: 3 female, 2 male; 5 students in the 2014/2015 academic year: 1 female, 4 male from 5 to 6 years old from 3 to 6 years old Hedgecock et al. (2014) NAO NextGen Robot 6 students (4 males, 2 females); 5 teachers Students from 9 to 17 years old Lindsay and Hounsell (2017) Lego MINDSTORMS® WeDo® 18 Students: 4 female, 14 male; 12 parents; 11 key informants from 6 to 13 years old Standen et al. (2014) NAO NextGen Robot 2 female, 9 male (4 pupils with this disorder in this study) from 12 to 20 years old Down syndrome (DS) Aslanoglou et al.…”

Section: Resultsmentioning

confidence: 99%

“…(2014) 5 2 2 1 Hinchliffe et al. (2016) 18 18 Lindsay and Hounsell (2017) 18 12 6 Standen et al. (2014) 11 1 2 4 4 Taylor et al.…”

Section: Resultsmentioning

confidence: 99%

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Educational Robotics for children with neurodevelopmental disorders: A systematic review

Pivetti

Battista

Agatolio³

et al. 2020

Heliyon

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This paper aims to provide a critical review of the studies dealing with Educational Robotics for children with Neurodevelopmental Disorders. We aimed to investigate whether in the literature there is a sound evidence that activities with robots improve the abilities and performances of children with special needs. This paper explores the methodological aspects as well as the outcomes of the selected studies to provide a clear picture of the state-of-the-art on this topic. After a systematic search in the online database via keyword searches, 15 scientific papers were included in this review. We applied strict selection criteria limiting our review only to papers reporting educational robotics activities with children (from 3 up to 19 years old) with a diagnosis of neurodevelopmental disorders, in which the children had the opportunity to somehow program the behaviours of real robots. The majority of experiences showed improvements in the participants' performance or abilities, their engagement and involvement, communication/interaction with peers, during robotics sessions. Some studies reported mixed results, calling for the need to carefully design the objective and the related activities of each experience.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Educational Robotics for children with neurodevelopmental disorders: A systematic review

Pivetti

Battista

Agatolio³

et al. 2020

Heliyon

View full text Add to dashboard Cite

show abstract

“…Indeed, aside from elicit engagement and social behaviors (Diehl et al, 2011;Scassellati et al, 2012), STEM learning (Lindsay and Hounsell, 2017), play and exploration activities (Cook et al, 2000), educational robots have been used in the SN population to investigate specific cognitive functions, such as cognitive flexibility in children with ASD (Costescu et al, 2015) or the effect of robot-mediated learning (Krishnaswamy et al, 2014). The study by Krishnaswamy investigated the effects of a robotic training to improve visual motor skills in children with learning disabilities and visual motor delays, by comparing robot programming with traditional occupational therapy.…”

Section: Introductionmentioning

confidence: 99%

Improving Executive Functions at School in Children With Special Needs by Educational Robotics

et al. 2020

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Children with Special Needs represent a highly heterogeneous group in terms of neurofunctional, behavioral, and socio-cognitive characteristics, but they have in common a frequent impairment of Executive Functions. Educational Robotics is generally dedicated to study the effects of constructing and programming robots based on children's learning and academic achievement. Recently, we found that being engaged in progressively more challenging robot planning and monitoring (ER-Lab) promotes visual-spatial working memory and response inhibition in early childhood during typical development, and that an ER-Lab can be a feasible rehabilitative tool for children with Special Needs. The present study aimed to verify the efficacy of the ER-Lab on Executive Functions in children with Special Needs for the first time by using an RCT within their school environment. To pursue these aims, this study reports the results obtained in 42 first-grade children with Special Needs engaged in school Educational Robotics Laboratories (ER-Lab) to promote Executive Functions by means of enjoyable, intensive, and incrementally more challenging activities requiring them to program a bee-shaped robot called Bee-bot R (Campus Store). Several adaptations were done to meet different motor, cognitive, and social needs. All children were evaluated by means of standardized tests performed by each child before and at the end of the ER-Lab activities. Children with Special Needs had significantly improved inhibition skills, and children with attentional impairment had more benefits in their inhibition of motor responses tasks with respect to children with a language deficit. Results of the study and future perspectives on how ER-Lab programs could become a powerful tool in classrooms with children with special needs are discussed.

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“…FIRST ® Canada aims to engage young people in STEM fields through participation in mentor-based programs that build science, engineering, and technology skills, while developing self-confidence, communication, and leadership skills, and inspiring innovation. Through the partnership between FIRST ® Robotics Canada and the pediatric hospital, an adapted, group-based version of the robotics program was created (Lindsay and Hounsell 2017;Lindsay et al 2019). This adapted robotics program was designed to provide an opportunity for children with disabilities to develop STEM skills while working on therapy goals, and building self-confidence, independence, communication, and teamwork skills (Lindsay et al 2019).…”

Section: Description Of the Robotics Programmentioning

confidence: 99%

Exploring Gender Differences in Teacher–Student Interactions during an Adapted Robotics Program for Children with Disabilities

Kolne

Lindsay

2019

Social Sciences

Self Cite

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We compared the interactions between teachers and children with disabilities enrolled in an adapted robotics program to examine potential gender differences in these interactions. We coded video recordings from instructional sections of the HB FIRST® robotics program, an adapted robotics program developed through a partnership between a pediatric rehabilitation hospital and FIRST® Canada (For Inspiration and Recognition of Science and Technology). The program consists of 6-weekly, two-hour workshops. We coded videos from four separate single-gender workshops (two all-girls, and two all-boys) involving 22 children aged 6 to 8 years-old. Results revealed that boys and girls display different styles of engagement during the robotics, and teachers’ behaviour is functionally responsive to these differences. The differences in the interaction styles of boys and girls identified in this study may contribute to gender differences in students’ perceived STEM competence, and ultimately interest in pursuing STEM education and careers.

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Adapting a robotics program to enhance participation and interest in STEM among children with disabilities: a pilot study

Cited by 40 publications

References 32 publications

Educational Robotics for children with neurodevelopmental disorders: A systematic review

Educational Robotics for children with neurodevelopmental disorders: A systematic review

Improving Executive Functions at School in Children With Special Needs by Educational Robotics

Exploring Gender Differences in Teacher–Student Interactions during an Adapted Robotics Program for Children with Disabilities

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