Could social robots facilitate children with autism spectrum disorders in learning distrust and deception?

Zhang, Yaoxin; Song, Wenxu; Tan, Zhenlin; Zhu, Huilin; Wang, Yuyin; Lam, Cheuk Man; Yi-fang, Weng; Hoi, Sio Pan; Lu, Haoyang; Chan, Bella Siu Man; Chen, Jiajia; Yi, Li

doi:10.1016/j.chb.2019.04.008

Cited by 62 publications

(72 citation statements)

References 44 publications

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“…Results from recent studies suggest that robotics have the potential to become remarkable AT tools in many ways, including for teaching and learning among children with ASD [14], [15], [17], [21], [22], [25], [35], [36], [46], [47]. Accordingly, this study investigates and presents evidence that supports this notion.…”

Section: Introductionmentioning

confidence: 75%

“…Recently, there has been positive trend in terms of an increase in research conducted to investigate the potential use of robots as AT for children with ASD [3], [9], [12], [14], [15], [17]- [22]. Based on this research, there is evidence supporting the successful application of robots as AT in many areas that include developments in social sciences [23]- [25], communications [25], [26] and education [14], [17], [22], [27]. However, the empirical evidence on how robots as AT tools accommodate the learning of children with ASD is still scarce [12], [16], [20], [21], [28].…”

Section: Introductionmentioning

confidence: 85%

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Robots as Assistive Technology Tools to Enhance Cognitive Abilities and Foster Valuable Learning Experiences among Young Children With Autism Spectrum Disorder

Arshad¹,

Hashim

Ariffin

et al. 2020

IEEE Access

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This study examines the efficacy of robots as assistive technology (AT) learning tools for children with autism spectrum disorder (ASD). The study attempts to find answers to whether robots as assistive tools can (i) profoundly improve achievement in learning and (ii) provide valuable learning experiences among this group of children. Using LEGO Mindstorms EV3, a robot was built and programmed to teach the basic concept of place value in mathematics. Eight children with ASD, specifically, four females and four males, participated in the single case study, and six special education teachers took part in the interviews. The children participated in both traditional and robotic intervention lessons and were assessed at the end of each session. The results indicate a positive increase in content knowledge and an improved disposition toward learning, thus demonstrating the potential utilization of robots as AT tools for harnessing classroom learning. Data from the interviews with teachers highlighted four valuable learning experiences that occurred in the classrooms as a result of the robotic interventions; namely, with respect to young children with ASD, the AT (1) promoted interest and engagement, (2) increased attention and focus, (3) triggered interactions and communication, and (4) created a happy and fun learning environment.

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Section: Introductionmentioning

confidence: 75%

Section: Introductionmentioning

confidence: 85%

Robots as Assistive Technology Tools to Enhance Cognitive Abilities and Foster Valuable Learning Experiences among Young Children With Autism Spectrum Disorder

Arshad¹,

Hashim

Ariffin

et al. 2020

IEEE Access

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“…Agility in robots and/or agents is also used to motivate anthropomorphism. For example, MacDorman [31] uses body movement in an online doctor-patient consultation context; Mara and Appel [32] use robot head tilts; Yuan and Dennis [56] incorporate jumping, clapping, and waving of hands is seen in online product displays; Shiban et al [47] use hand movements along with face gestures in a humanlike digital tutor; Castro-González Admoni, and Scassellati [7] and Zhang et al [57] use full and smooth body movements in robots. Sometimes, anthropomorphic form is incorporated in the appearance of a social agent.…”

Section: Anthropomorphic Designmentioning

confidence: 99%

“…Common examples include intelligence in conversation with regards to interactivity, responsiveness, and contingency [15,23,18,19,26,8], and machines' ability to act with emotion [11]. Intelligent agents can communicate in a variety of words, message styles, and tones in both verbal and written communication to facilitate the attribution of human-like characteristics to a machine [1, 15,23,28,2,5,9,11,18,41,45,57]. Language is sometimes complemented by the ability to speak and have a voice to enhance anthropomorphic function [31,5,41,1,8,15,44].…”

Section: Anthropomorphic Designmentioning

confidence: 99%

Acceptance of Anthropomorphic Technology: A Literature Review

Cornelius¹,

Leidner²

2021

Proceedings of the Annual Hawaii International Conference on System Sciences

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Anthropomorphic Technology (AT) is technology that is human-like in design and motivates anthropomorphism. Anthropomorphism is the attribution of human-like characteristics to nonhuman objects. Extant research informs user responses of familiarity and acceptance to AT, but also withdrawal from and rejection of AT. There is little integration of research on this topic. We examine and synthesize studies on user responses to AT published in leading IS journals. We identify kinds of anthropomorphic design and dimensions, and find that although most research demonstrates a positive influence of humanlike design on user response, many factors can moderate this effect. We recognize these factors and propose directions for future research.

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“…In general, in the English language literature there is a significant amount of research on various aspects of teacher-student relations, in which the idea is drawn that close relationships and support in relationships positively affect both behavior and student performance: Andrea Wullschleger, Ariana Garrote, Susanne Schnepel, Lea Jaquiéry, Elisabeth Moser [11], Tuomo Erkki Virtanen, Grete Sørensen Vaaland, Sigrun Karin Ertesvåg [12], Diane M. Early, Kelly L. Maxwell, Bentley D. Ponder, Yi Pan [13], Karen Aldrup, Uta Klusmann, Oliver Lüdtke, Richard Göllner, Ulrich Trautwein [14], Yaoxin Zhang, Wenxu Song, Zhenlin Tan, Huilin Zhu, Li Yi [15], Laura Teodora David, Gabriela Lavinia Nită [16], Berna Akçinar [17], Maria Keilow, Chunsen Wu, Carsten Obel [18], Idalis Villanuevaa,⁎, Marialuisa Di Stefanob , Laura Gellesa , Paul Vicioso Osoriaa , Sheree Bensona [19], Rebecca E. Lacey, Snehal M. Pinto Pereira, Leah Li, Andrea Danese [20].…”

Section: Introductionmentioning

confidence: 99%

Models of teachers' trusty relations and peculiarities of interactions in educational space: empirical research

Скрипкина

2020

E3S Web Conf.

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The theoretical analysis of home and foreign research shows that teacher's ability to set up trusting atmosphere in educational space is the most important factor of professional success and the guarantee of occupational health. The given research is based on the author`s concept that human trust in others is inseparable from self-trust, and the ratio of the level of expression of these two oppositely directed attitudes creates the features of trusting relations between a teacher and his (her) students. The mentioned trusting attitudes are included by the author into the teacher's communicative competence structure. A study of self-trust and trust in others among teachers revealed six different models of expression of trusting relations among teachers a model with high self-trust and trust in others; a model with high level of trust in others and medium self-trust; a model with high level of trust in others and low self-trust; a model with low level of trust in others and high self-trust; a model with low level of trust in others and medium self-trust; a model with low self-trust and low level of trust in others. An analysis of the relationships of trusting relations indicators in each of the identified models was then carried out with such qualities of communicative competence as strategies of behaviour in conflict, communicative tolerance, self-control in communication and empathy. The results showed that each empirical model of trusting relationships inherent to different teachers had different relationships with other indicators of communicative teacher`s competence included in the study. The results of the study enabled to obtain six different models of teacher-student interaction.

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Could social robots facilitate children with autism spectrum disorders in learning distrust and deception?

Cited by 62 publications

References 44 publications

Robots as Assistive Technology Tools to Enhance Cognitive Abilities and Foster Valuable Learning Experiences among Young Children With Autism Spectrum Disorder

Robots as Assistive Technology Tools to Enhance Cognitive Abilities and Foster Valuable Learning Experiences among Young Children With Autism Spectrum Disorder

Acceptance of Anthropomorphic Technology: A Literature Review

Models of teachers' trusty relations and peculiarities of interactions in educational space: empirical research

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