Educational Robotics and Down syndrome

Aslanoglou, Kalliopi; Papazoglou, Theodora; Karagiannidis, Charalampos

doi:10.1145/3218585.3218600

Cited by 9 publications

(11 citation statements)

References 4 publications

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“…(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. (2018) Lego Wedo 2.0 kit 1 female students from 7 to 8 years old Aslam et al.…”

Section: Resultsmentioning

confidence: 99%

“…Of the 15 studies included, 61.66% (10/15) were journal papers, 26.67% (4/15) were conference papers, and one study is a final report of an Australian association that provide practical solutions for governments, service providers, education and health professionals, families and people with autism ( Hinchliffe et al., 2016 ). No bibliometric indicators are available for the latter report, for two papers published in the same journal (i.e., Taylor et al., 2017 ; Yuen et al., 2014 ), and for three conference papers (i.e., Aslanoglou et al., 2018 ; González-González et al., 2018 ; Standen et al., 2014 ). All the other studies were characterized by a 2018 SJR of M = 0.44.…”

Section: Resultsmentioning

confidence: 99%

“…(2018) 12 between 6 and 14 years of age Aslam et al. (2016) 4 between 3 and 19 years Aslanoglou et al. (2018) 1 1 Bargagna et al.…”

Section: Resultsmentioning

confidence: 99%

“…3) Results are mainly focused on the comparison between two kinds of robots; 4) No reporting of collected interview data 5. Aslanoglou et al. (2018) 1 student One-group pre-test post-test design Quantitative 1) Presence of a pre-test, a post-test and follow up 1) Small sample (single case); 2) No control group.…”

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%

“…(2018) 12 between 6 and 14 years of age Aslam et al. (2016) 4 between 3 and 19 years Aslanoglou et al. (2018) 1 1 Bargagna et al.…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

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

“…Cognitive and memory impairments are also common, and they are examined in more detail in the studies: [17,27,61,63,64,[67][68][69]71,73,76,79].…”

Section: Theme 1: Variety Of Disabilitiesmentioning

confidence: 99%

Impact of Assistive Technologies to Inclusive Education and Independent Life of Down Syndrome Persons: A Systematic Literature Review and Research Agenda

2022

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Since the beginning of the 21st century, the lifespan of people born with Down syndrome (DS) has increased. They now outlive their parents and rely on their relatives who usually sacrifice their own families to care for their disabled siblings. To reduce the pressure on families and the wider community, it is crucial to prepare DS people for independent life from early childhood. Emerging technologies can significantly support the process of acquiring the skills that are necessary for solving real-life problems at home and work. To assess their impact and estimate how much they are implemented in inclusive education, a review of 564 papers published after 2015 was done using the PRISMA review model. After gradual exclusion, 24 papers were used for the final review. Thematic analysis resulted in four themes with one common concept: variety. The results of examining the four research questions defined in the paper’s background confirm that the synergy of emerging assistive technologies and inclusive education has the potential of becoming a very effective strategy for creating an independent life for DS individuals. Many questions remain open, mainly related to a DS persons’ specific needs and capabilities. The acceptance of the proposed synergy will depend on them.

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Envisioning Educational Product User eXperience Through Participatory Design Practice

Zhu

Cai

Yang

et al. 2021

Design, User Experience, and Usability: UX Research and Design

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Educational Robotics and Down syndrome

Cited by 9 publications

References 4 publications

Educational Robotics for children with neurodevelopmental disorders: A systematic review

Educational Robotics for children with neurodevelopmental disorders: A systematic review

Impact of Assistive Technologies to Inclusive Education and Independent Life of Down Syndrome Persons: A Systematic Literature Review and Research Agenda

Envisioning Educational Product User eXperience Through Participatory Design Practice

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