Designing Robots for Special Needs Education

Catlin, Dave; Blamires, Mike

doi:10.1007/s10758-018-9378-8

Cited by 32 publications

(19 citation statements)

References 8 publications

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“…Based on the results, when their negative feelings about artificial intelligence and the lack of knowledge about this technology considered, it is understood that the pre-service teachers' need for training on the subject. Furthermore, considering that artificial intelligence applications in education have an impact on different stages of instruction such as lesson planning, lecturing, classroom activities, individualization of instruction, analysis of the students, classroom management, guidance, assessment and evaluation processes (Catlin & Blamires, 2019;Liang & Chen, 2018;Mu, 2019), it is thought that pre-service teachers should develop their pedagogical skills and competences in this context. In this respect, it is a necessity to design new courses and rearrange current courses in the curriculum to make pre-service teachers acquire the required knowledge and skills about the use of this technology for educational purposes.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…In these studies, it is stated that the use of artificial intelligence in education would make learning more individual, provide effective learning experiences, help to discover students 'abilities, develop their creativity and reduce teachers' workload (Bajaj & Sharma, 2018;Liang & Chen, 2018;Xue & Li, 2018). Besides, it is expressed in the literature that artificial intelligence could support students in need of special education, address the learners in different learning styles, analyze the learners as a learning coach, make the learning process more efficient, and assist them in making career plans as a guidance consultant (Catlin & Blamires, 2019;Mu, 2019). The above-mentioned studies mainly focused on the support of education/instruction by artificial intelligence systems in addition to scrutinizing artificial intelligence systems based on different approaches in education.…”

Section: Introductionmentioning

confidence: 99%

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What Do Turkish Pre-Service Teachers Think About Artificial Intelligence?

Haseski

2019

IJCSES

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The aim of the present study was to determine the views of pre-service teachers on artificial intelligence. In the present qualitative study, conducted with the phenomenology design, that data were collected from 94 pre-service teachers attending different departments at Manisa Celal Bayar University, Faculty of Education during the 2018-2019 academic year fall semester in Turkey. Data were collected with semi-structured interview form and written interview form, developed by the author. Collected data were analyzed by using content analysis method and classified under themes. Analyses demonstrated that pre-service teachers assigned different meanings to artificial intelligence, felt basically negative emotions for artificial intelligence, and did not want to live in a world ruled by artificial intelligence. Furthermore, it was found that pre-service teachers considered that artificial intelligence could have both several benefits and risks, and it might have both positive and negative effects on education. Based on the study findings, various recommendations were presented for future studies and implementations on the topic.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

What Do Turkish Pre-Service Teachers Think About Artificial Intelligence?

Haseski

2019

IJCSES

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“…Various international policies, including the United Nations 2030 Agenda for Sustainable Development (United Nations, 2015) and the UNESCO Education for All initiative (UNESCO, 1990), have highlighted the importance of providing fair learning experiences for all students regardless of their differences. Still, a great proportion of schools and universities fail to properly address equitable access, especially with regard to disabled students (Catlin & Blamires, 2019), partly due to the lack of effective teaching methods and content targeted to these student categories (Virnes, 2008).…”

Section: Introductionmentioning

confidence: 99%

Accessibility within open educational resources and practices for disabled learners: a systematic literature review

Zhang

Tlili

Nascimbeni

et al. 2020

Smart Learn. Environ.

101

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The number of disabled students is rapidly increasing worldwide, but many schools and universities have failed to keep up with their learning needs. Consequently, large numbers of disabled students are dropping out of school or university. Open Educational Resources (OER) and Open Educational Practices (OEP) contain several relevant features, including the possibility of reusing and remixing, which have led researchers to consider using OER and OEP to facilitate meeting the needs of disabled and functional-diverse students in order to increase their accessibility and e-inclusion capabilities in educational settings. The very limited research to date, however, has provided a limited holistic understanding of accessibility within OER and OEP in order to aid researchers in pursuing future directions in this field. Therefore, this paper systematically reviewed 31 papers to provide insights about functional diversity within OER and OEP. The results obtained highlighted that accessibility is still in its infancy within OER and that researchers should focus more on considering the four accessibility principlesperceivable, operable, understandable and robustwhen providing OER. Additionally, while several researchers have focused on several issues related to accessibility within OER, limited focus has been given to assistive technologies using OER. Finally, this paper provides several recommendations to increase accessibility within OER and help design more accessible OER for students with functional diversity.

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“…Education is another important purpose of playing robots. There have been many works on developing robots for special education [3,4] such as that for children with physical disabilities [5,6] or those with autism [7][8][9][10]. Other works have developed robots for not only children with disabilities, but also normal children to help in social development [11,12].…”

Section: Introductionmentioning

confidence: 99%

Realization of a Robot System That Plays “Darumasan-Ga-Koronda ” Game with Humans

Hiroi

Ito

2019

Robotics

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In this paper, we describe the development of a robot that plays the “darumasan-ga- koronda” game with human players. It is a big challenge to develop a robot that can play with human players. We first observed the human–human game play and listed the problems for a robot to play the game with human players. We pointed out the following six tasks: detect players, track the detected players, decide if players are freezing (the “out” judgment), move to the nearest player, touch the player, and move back to the original position. Then, we designed a robot that uses a laser range finder (LRF) to measure the players and a robot avatar to interact with the players. Then, we developed the components needed to play the game. In this paper, we describe the details of the development of the arm to touch the player, the “out” judgment, and a function to return to the origin after finishing the game. Then, we describe an experimental result of the evaluation of the total system, as well as the track record of the demonstrations in the events.

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Designing Robots for Special Needs Education

Cited by 32 publications

References 8 publications

What Do Turkish Pre-Service Teachers Think About Artificial Intelligence?

What Do Turkish Pre-Service Teachers Think About Artificial Intelligence?

Accessibility within open educational resources and practices for disabled learners: a systematic literature review

Realization of a Robot System That Plays “Darumasan-Ga-Koronda ” Game with Humans

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