Service Robots for Special Education of Children with Disabilities

Zahariev, Roman; Valchkova, Nina; Wagatsuma, Hiroaki

doi:10.1145/3407982.3408023

Cited by 4 publications

(2 citation statements)

References 8 publications

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“…Чрез внедряване на най-новите технологични, компютърни и роботизирани системи в училищата, целта на обучението ще стане по-постижимада се осигури индивидуален стил на обучение на всеки ученик според неговите потребности и способности. В ход са редица проучвания в рамките на проекта, включително проследяване на погледа за изследване на начина, по който хората възприемат уроците, преподавани с помощта на роботи, и как роботите помагат да се привлече вниманието и да се поддържа неговият фокус по време на урока [7,8,9,10,11]. Активен участник в CybSPEED е "Театър Цвете", България, който има практически познания за работата с деца и юноши от уязвими групи.…”

Section: към подход "нтиим" в приобщаващото образованиеunclassified

Cognitive Aspects of Cyber-Physical Systems for Pedagogical Rehabilitation: Towards a "STEAM" Approach to Inclusive Education

Dimitrova¹,

Krastev²,

Yaneva³

et al. 2021

STEM

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The paper presents the main ideas, motivating two ongoing research projects, justifying the need to move to STEAM education. The proposed novel type of cyber-physical systems - for pedagogical rehabilitation in inclusive education - is outlined. The role of puppet theatre in maximising the learning outcomes in inclusive education is substantiated. It has been also shown that integrating game, puppet theatre and social robotics is beneficiary in the classroom. Social robots have a significant potential for transition of the cognitive analysis of the behaviour of humans and robots from the physical to the social level. This is the core of the proposed in the paper approach for the STEAM education of the future.

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Section: към подход "нтиим" в приобщаващото образованиеunclassified

Cognitive Aspects of Cyber-Physical Systems for Pedagogical Rehabilitation: Towards a "STEAM" Approach to Inclusive Education

Dimitrova¹,

Krastev²,

Yaneva³

et al. 2021

STEM

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“…Educational robots and robotic tools help special education students to practice and learn practical and cognitive skills, like collaboration and even gain self-confidence [2]. The use of Anthropomorphic Robot Intelligent ('AnRI') mobile robots have been proven successful in Special Education [3] and Kaspar robot can perform autonomous interactive tasks with children with special needs in a safe, useful and reliable way since 2005 [4].…”

Section: Introductionmentioning

confidence: 99%

Future Teachers Choose Ideal Characteristics for Robot Peer-Tutor in Real Class Environment

Velentza

Pliasa

Fachantidis

2021

Communications in Computer and Information Science

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In the coming years teachers are going to use robots as learning tools in education because of their beneficial outcome in children's practical and cognitive skills even in special education. Apart from using social educational robots as a tool, teachers are expected to collaborate with them in many ways, even as a peer teacher in the learning procedure and get involved into the robots' design process. Although those procedures are progressive, in many cases, teachers cannot provide very useful feedback because they do not have prior experience with robots operating within the target environment. Therefore, it is important to identify the best way to accurately identify the teachers' needs. In this paper, we introduce the idea of actively involve the future teachers in the design process by having them watching a robot performing the target task. Our target is to find the ideal robot-tutor characteristics from the teachers' perspective in order to collaborate with it and we compare the future teachers' opinions about the ideal characteristics (Appearance, Intelligence, Emotional Expression etc.), when they are actually taught by a social robot and when they are taught by a human tutor. Participants had statistically significant different opinions about the robot's characteristics after each class, such as their preference for machinery robots after the human-class which is non-existent after the robot-class. Our results clearly suggest that teachers as robots' future users should interact with a similar robot performing the target task, in order to be able to accurately select the target robot characteristics.

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The Socially Assistive Robot Daisy Promoting Social Inclusion of Children with ASD

Pliasa

Velentza

Fachantidis

2021

Education in &Amp; With Robotics to Foster 21st-Century Skills

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Service Robots for Special Education of Children with Disabilities

Cited by 4 publications

References 8 publications

Cognitive Aspects of Cyber-Physical Systems for Pedagogical Rehabilitation: Towards a "STEAM" Approach to Inclusive Education

Cognitive Aspects of Cyber-Physical Systems for Pedagogical Rehabilitation: Towards a "STEAM" Approach to Inclusive Education

Future Teachers Choose Ideal Characteristics for Robot Peer-Tutor in Real Class Environment

The Socially Assistive Robot Daisy Promoting Social Inclusion of Children with ASD

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