An Educational Robotic Assistant for Supporting Therapy Sessions of Children with Communication Disorders

Velásquez-Angamarca, Verónica; Mosquera-Cordero, K.; Robles-Bykbaev, Vladimir; Leon-Pesantez, A.; Krupke, David; Knox, J. D. E.; Torres-Segarra, V.; Chicaiza-Juela, P.

doi:10.1109/iestec46403.2019.00110

Cited by 7 publications

(11 citation statements)

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“…The proposed system automatically analyses the child"s face and behaviours from a video to summarise the responses, which assist clinicians in reducing the time required to diagnose ASD [86]. A new approach was presented to engage children aged 1-5 years to participate in therapies with the aid of a robotic assistant [14]. A robotic aide provides tactile, aural and visual stimuli to children receiving speech-language therapy (SLT).…”

Section: Therapy-based Social Robotmentioning

confidence: 99%

“…A robotic aide provides tactile, aural and visual stimuli to children receiving speech-language therapy (SLT). The robot was developed to stimulate children to engage in physical and rehabilitation activities and contribute to the children"s attention span extension [14]. Furthermore, a robotic system was developed for children with ASD to predict participants" response to joint attention (RJA) performance during human-human interaction (HHI) using their head pose patterns during HRI in a semisupervised machine learning framework using transductive SVM (TSVM) techniques [87].…”

Section: Therapy-based Social Robotmentioning

confidence: 99%

“…[65], [1], [72], [14], [90] Knowledge base Primary The knowledge base of input variables is stored as data structure and defined by the researchers to model considerable static/dynamic knowledge about the environment and to propose an intelligent system. [67] Knowledge chunk KC Primary The database stores the KCs, which are components of the reusable workflow, the indexes base necessary for searching and the video recording of robots moving in accordance with the workflow components.…”

Section: Name Of Dataset Type Descriptionmentioning

confidence: 99%

“…Education is the most important element in achieving a sustainable life because it allows individuals to learn new knowledge and academic skills. In recent years, robots have been frequently utilised for education as robots teaching second language, such as the Chinese language [1], education robots assisting therapy sessions for children with communication disorders [14] and robots motivating children to learn Science, Technology, Engineering and Mathematics (STEM) concepts [15].…”

Section: Introductionmentioning

confidence: 99%

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Robotics Utilization in Automatic Vision-Based Assessment Systems From Artificial Intelligence Perspective: A Systematic Review

et al. 2022

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This study presents a systematic review of the automatic vision-based assessment systems and models from related fields over the last 6 years. Many studies focus on automatic vision-based assessment in the area of robotics, artificial intelligence and virtual reality or augmented reality (AR) to enhance the communication between humans and machines for general purposes. Three reliable databases, IEEEXplore, Science Direct and Web of Science, were used to obtain relevant studies on the given topic. Several stages of filtering and scanning were applied according to the inclusion/exclusion criteria to filter the obtained 3505 papers from 2015 to 2020. Finally, 97 papers met the criteria. They were classified into four main categories based on their field by following the scientific taxonomy: computer-vision-based, robotics-based, AR-based and hybrid-based categories, accounting for 42.26% (n = 41/97 papers), 48.45% (n = 47/97 papers), 6.18% (n = 6/97 papers) and 4.12% (n = 4/97 papers), respectively. Subsequently, a deep and critical analysis of this multifield systematic review highlighted new research opportunities, motivations, challenges and recommendations that need attention to integrate interdisciplinary studies. Thus, automatic vision-based assessment, which is a field requiring automated solutions, tools and methods, enhances the ability of the assistive technology and facilitates the interaction of individuals with machines. Many studies have been conducted on the automatic vision-based assessment systems and their subtypes to promote accurate communication and performance evaluation in human-machine interaction. This study can provide researchers with useful guides and valuable information for future research. This study also addresses the ambiguity of automatic vison-based assessment models in interdisciplinary fields.

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Section: Therapy-based Social Robotmentioning

confidence: 99%

Section: Therapy-based Social Robotmentioning

confidence: 99%

Section: Name Of Dataset Type Descriptionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Robotics Utilization in Automatic Vision-Based Assessment Systems From Artificial Intelligence Perspective: A Systematic Review

et al. 2022

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“…En general, alumnado de diversas características mejoran diversos aspectos que facilitan su inclusión educativa gracias al uso de robótica, como el trabajo en equipo (Bargagna et al, 2018;Lamptey et al, 2019), el aumento de la motivación y el interés por la tarea (Bargagna et al, 2018;Estévez et al, 2021;Lindsay et al, 2019;Roberts-Yates, & Silvera-Tawil, 2019), mejora de la atención (Bargagna et al, 2018;Robles-Bykbaev et al, 2016;Velásquez-Angamarca et al, 2019;Vicente-Castro et al, 2017), aumento de concentración (Vicente-Castro et al, 2017) mejora en el comportamiento e incluso disminución de la agresividad (Estévez et al, 2021;Vicente-Castro et al, 2017) y aumento de autoestima (Encarnação et al, 2016;Estévez et al, 2021;Vicente-Castro et al, 2017).…”

Section: ¿Qué Beneficios Se Obtienen Con El Uso De La Robótica En La Inclusión Educativa?unclassified

Robótica para la inclusión educativa: una revisión sistemática

Parra

2021

RIITE

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La educación debe ser inclusiva y uno de los instrumentos de los que se puede servir es la robótica. Además, uno de los elementos de la robótica es la programación y para programar se aplica el pensamiento computacional. Por otra parte, para que la educación sea inclusiva se debe atender a la diversidad. Así, se procede a desarrollar una revisión sistemática sobre el uso de la robótica para la inclusión educativa. Las preguntas de investigación son: ¿La robótica educativa puede ser una estrategia de inclusión educativa?, ¿qué beneficios se obtienen con el uso de la robótica en la inclusión educativa? y ¿cómo es la formación de los docentes en relación con el uso de la robótica para la inclusión? Tras aplicar filtros siguiendo la declaración PRISMA han sido seleccionados 23 estudios pertenecientes a las bases de datos Scopus y WOS. Las conclusiones son que la robótica sí puede ser una estrategia de inclusión educativa. Además, se señalan numerosos beneficios de la misma, como el aumento de la motivación, la creatividad y la capacidad de trabajo en equipo y la mejora en habilidades sociales y comunicativas. En lo relativo a la formación docente en este ámbito se han obtenido pocos resultados, pues muy pocos estudios de la revisión sistemática tratan este tema. No obstante, se destaca que la mayoría de los docentes considera la robótica una herramienta útil para la inclusión educativa. Education must be inclusive and one of the tools used to achieve this is robotics. In addition, one of the elements of robotics is programming and computational thinking is applied to program. On the other hand, to ensure that education is inclusive, there must be diversity. I proceed to develop a systematic review on the use of robotics for educational inclusion. The questions of this research are: Can educational robotics be a strategy for educational inclusion? What benefits are obtained with the use of robotics in educational inclusion? How is the training of teachers in relation to the use of robotics for inclusion? After applying filters following the PRISMA statement, 23 studies belonging to the Scopus and WOS databases have been selected. The conclusions are: educational robotics can indeed be a strategy for educational inclusion. In addition, numerous benefits are reported, such as increased motivation, creativity and teamwork skills, and improved social and communication skills. Few results have been obtained about teacher training in this área (very few studies in the systematic review address this issue). However, it is noted that most teachers consider robotics a useful tool for educational inclusion.

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Systematic Literature Review of the Applications Development Aimed at Language Skills Stimulation in Children

Carvajal-Vargas,

Astudillo-Rodriguez,

Crespo-Martínez

et al. 2024

Lecture Notes in Networks and Systems

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An Educational Robotic Assistant for Supporting Therapy Sessions of Children with Communication Disorders

Cited by 7 publications

References 11 publications

Robotics Utilization in Automatic Vision-Based Assessment Systems From Artificial Intelligence Perspective: A Systematic Review

Robotics Utilization in Automatic Vision-Based Assessment Systems From Artificial Intelligence Perspective: A Systematic Review

Robótica para la inclusión educativa: una revisión sistemática

Systematic Literature Review of the Applications Development Aimed at Language Skills Stimulation in Children

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