Tema 2: The NAO robot as a Persuasive Educational and Entertainment Robot (PEER) – a case study on children’s articulation, categorization and interaction with a social robot for learning

Bertel, Lykke Brogaard; Hannibal, Glenda

doi:10.7146/lom.v8i14.22057

Cited by 11 publications

(6 citation statements)

References 17 publications

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“…The 25 degrees of freedom (Figure 1) provide NAO the capability to mimic almost all humanlike movement. Due to such features, NAO can be used in a multitude of the research environment, including assistive robotics, 42,47 healthcare robotics, [34][35][36] educations robotics, 48,49 etc. NAO is equipped with two cameras, four microphones, two loud speakers, nine tactile sensors, and eight pressure sensors (Figure 2).…”

Section: Humanoid Robot Naomentioning

confidence: 99%

NAO robot for cooperative rehabilitation training

Assaduzzaman

Islam

Miah

et al. 2019

Journal of Rehabilitation and Assistive Technologies Engineerin

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Introduction The aim of this research is to develop a robot-assistive training approach for the disabled individuals with impaired upper limb functions. People with impaired upper limb function can regain their motor functionality undergoing intense rehabilitation exercises. With increasing number of disabled individuals, we face deficiency in the number of expert therapists. One promising remedy could be the use of robotic assistive devices. Method To instruct and demonstrate rehabilitation exercise, this research used NAO robot. A library of recommended rehabilitation exercises involving shoulder (i.e., abduction/adduction, vertical flexion/extension, and internal/external rotation), and elbow (i.e., flexion/extension) joint movements was formed in Choregraphe (graphical programming interface). For this purpose, a kinematic model of human upper-extremity was developed based on modified Denavit-Hartenberg notations. Result In experiments, NAO robot gave voice instruction and was maneuvered to cooperate and demonstrate the exercises from the library. NAO also plays some complex game with the subject that represents a multi-joint movement's exercise, which was also included in the library. Conclusions Experimental results with healthy participants reveal that the NAO robot can successfully instruct and demonstrate upper-extremity rehabilitation exercises for single and multi-joint movements. It implies a technical development of cooperative rehabilitation system for which target group will be individuals with upper limb impairment.

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Section: Humanoid Robot Naomentioning

confidence: 99%

NAO robot for cooperative rehabilitation training

Assaduzzaman

Islam

Miah

et al. 2019

Journal of Rehabilitation and Assistive Technologies Engineerin

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“…In addition, robotics combines a variety of pedagogical approaches and theories, including project-based learning, real-world problems, constructivism, and collaboration (Morgan, 2019;Petraki & Herath, 2022;Zadok, 2020). Therefore, it is regarded as an effective approach in teaching since it makes theoretical concepts more tangible and accessible to students (Anwar et al, 2019;Bertel et al, 2019;Nugent et al, 2019). Many studies showed that students' performance in science, math, and/or STEM knowledge have improved by integrating robotics in teaching and learning (Baek et al, 2019;Chiang et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Exploring technology acceptance: Teachers' perspectives on robotics in teaching and learning in the UAE

Ali,

Santos,

AlHakmani

et al. 2023

CONT ED TECHNOLOGY

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It is becoming increasingly vital for the next generation of students to acquire problem-solving, critical thinking, and collaborative skills for them to be successful in the 21<sup>st</sup> century. The use of technology greatly bolsters the integration of these skills. Robotics, one of the many emerging arrays of technologies, presents learners with challenges and opportunities for developing innovative ideas, critical thinking, and higher-order thinking skills. As a result, the Ministry of Education in Dubai realized these potentials and took an essential step in the form of the distribution of Lego Mindstorms Education kits to schools with the goal of encouraging teachers to use these kits in their classrooms. This research study aimed to investigate teachers’ perceptions of a training on Lego Mindstorms in terms of content, methodology, activities, and recommendations. In addition, the study investigated how teachers perceived Lego Mindstorms based on TAM model. A total of 59 high school (cycle 2) teachers participated in the current study. The data from the teachers were collected using both quantitative and qualitative approaches. Data analysis consists of descriptive statistics and thematic analysis. Teachers showed positive perceptions of robotics integration, emphasizing its potential to enhance teaching and learning. Their willingness to learn and adapt, combined with their recommendations for enhanced training methods, highlights the importance of continuous professional development for effective robotics integration. Teachers expressed the need for more practical training, hands-on activities, and a balance between theoretical and practical aspects. A positive correlation between perceived learning usefulness, perceived teaching usefulness, perceived ease of use, attitudes, and teachers’ intention to use Lego Mindstorms in their future teaching was found.

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“…One of the best and easiest options to introduce AI-related technology (as well as science and technology in general) is through the use of robots or other intelligent agents. Humanoid robots are particularly suitable due to their complexity and human-likeness, but other robotic platforms are suitable as well [22][23][24][25]. The theory of embodied learning provides a theoretical foundation for such an approach [26], and social robots are appropriate tools for its realization [20,24].…”

Section: Introductionmentioning

confidence: 99%

Can You Dance? A Study of Child–Robot Interaction and Emotional Response Using the NAO Robot

Podpečan

2023

MTI

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This retrospective study presents and summarizes our long-term efforts in the popularization of robotics, engineering, and artificial intelligence (STEM) using the NAO humanoid robot. By a conservative estimate, over a span of 8 years, we engaged at least a couple of thousand participants: approximately 70% were preschool children, 15% were elementary school students, and 15% were teenagers and adults. We describe several robot applications that were developed specifically for this task and assess their qualitative performance outside a controlled research setting, catering to various demographics, including those with special needs (ASD, ADHD). Five groups of applications are presented: (1) motor development activities and games, (2) children’s games, (3) theatrical performances, (4) artificial intelligence applications, and (5) data harvesting applications. Different cases of human–robot interactions are considered and evaluated according to our experience, and we discuss their weak points and potential improvements. We examine the response of the audience when confronted with a humanoid robot featuring intelligent behavior, such as conversational intelligence and emotion recognition. We consider the importance of the robot’s physical appearance, the emotional dynamics of human–robot engagement across age groups, the relevance of non-verbal cues, and analyze drawings crafted by preschool children both before and after their interaction with the NAO robot.

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Tema 2: The NAO robot as a Persuasive Educational and Entertainment Robot (PEER) – a case study on children’s articulation, categorization and interaction with a social robot for learning

Cited by 11 publications

References 17 publications

NAO robot for cooperative rehabilitation training

NAO robot for cooperative rehabilitation training

Exploring technology acceptance: Teachers' perspectives on robotics in teaching and learning in the UAE

Can You Dance? A Study of Child–Robot Interaction and Emotional Response Using the NAO Robot

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