RAISE: Robotics & AI to improve STEM and social skills for elementary school students

Abstract

The authors present the design and implementation of an exploratory virtual learning environment that assists children with autism (ASD) in learning science, technology, engineering, and mathematics (STEM) skills along with improving social-emotional and communication skills. The primary contribution of this exploratory research is how educational research informs technological advances in triggering a virtual AI companion (AIC) for children in need of social-emotional and communication skills development. The AIC adapts to students’ varying levels of needed support. This project began by using puppetry control (human-in-the-loop) of the AIC, assisting students with ASD in learning basic coding, practicing their social skills with the AIC, and attaining emotional recognition and regulation skills for effective communication and learning. The student is given the challenge to program a robot, Dash™, to move in a square. Based on observed behaviors, the puppeteer controls the virtual agent’s actions to support the student in coding the robot. The virtual agent’s actions that inform the development of the AIC include speech, facial expressions, gestures, respiration, and heart color changes coded to indicate emotional state. The paper provides exploratory findings of the first 2 years of this 5-year scaling-up research study. The outcomes discussed align with a common approach of research design used for students with disabilities, called single case study research. This type of design does not involve random control trial research; instead, the student acts as her or his own control subject. Students with ASD have substantial individual differences in their social skill deficits, behaviors, communications, and learning needs, which vary greatly from the norm and from other individuals identified with this disability. Therefore, findings are reported as changes within subjects instead of across subjects. While these exploratory observations serve as a basis for longer term research on a larger population, this paper focuses less on student learning and more on evolving technology in AIC and supporting students with ASD in STEM environments.

Investigating perceptions of primary and preschool educators regarding incorporation of educational robotics into STEM education

“…The utilization of educational robotics not only enhances students' comprehension of physics and mathematics but also positively impacts academic performance (Ouyang & Xu, 2024;Wang et al, 2023). In essence, robotics emerges as an engaging activity that captures students' interest, aiding their understanding of STEM fields through practical exercises, problem-solving, and the integration of prior knowledge with new insights (Darmawansah et al, 2023;Hughes et al, 2022).…”

The Future of Artificial Intelligence in Special Education Technology

“…Another example is the creation of AI companions to help provide affirmations, increase social communication, and provide positive statements to students with disabilities. These types of AI tools using NLP can alleviate the need for reinforcement from adults, while helping increase self-regulation skills (Hughes et al, 2022). The field of special education needs to consider their role in advocacy for tools that others fear that change the playing field for the populations we serve.…”

Digital Visual Support for Pre-School Students with Autism: Challenges and Supporting Tools

“…The challenge is that when the teachers are not ready to accept a change in the strategies used, it is difficult to implement the use of new strategies such as digital visual support. Apart from difficulties in changing the mindsets of teachers, another problem that has arisen is the use of robotics and artificial intelligence in visual programming for older students with autism spectrum disorder (Hughes et al, 2022). A major drawback in a previous study is that the strategy introduced was ineffective when the student with autism covered their face or moved away from the tablet (Ali & Hughes, 2020).…”

“…Omar et al (2020) There are divergent views among teachers on the usage of tablets to educate pupils with autism spectrum disorder. Hughes et al (2022) Another issue is when the visual programming that employs robotics and artificial intelligence is used for older kids with autism spectrum disorder. Ali & Hughes (2020) The approach used in this research was unsuccessful when the students with autism covered their faces or looked away from the tablet, which is a significant drawback.…”