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Robot Assistants In Education of Children with Autism: Interaction Between The Robot and The Child

Year 2019, Volume: 21 Issue: 1, 1 - 19, 29.04.2019
https://doi.org/10.17556/erziefd.472009

Abstract

This study examined the interaction between humanoid robots and children with autism. In this study, multiple probe design was used from single-sample research models. The study was conducted in a special rehabilitation center. Participants of the study were 3 boys and 1 girl, four children with autism, aged between 6-9 years. Within the scope of the study, four social activities have been developed in which humanoid robot and children could interact. The study lasted for three weeks and each week 20-minute sessions were held for each student. Video footages and semi-structured interview forms developed by the researchers were used as data collection tools. Video footage of the third trial was analyzed to determine the interaction level of the robot and the children. In addition, the content analysis of the interviews with the families was conducted. The interaction level scores of the students were calculated and it was concluded that there was a high interaction between the robot and autism with children. This result is parallel with similar studies in the literature.

References

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Otizmli Çocukların Eğitiminde Robot Yardımcılar: Robot ve Çocuk Arasındaki Etkileşim

Year 2019, Volume: 21 Issue: 1, 1 - 19, 29.04.2019
https://doi.org/10.17556/erziefd.472009

Abstract

Bu çalışmada insansı robot ile otizmli çocukların arasındaki etkileşim incelenmiştir. Araştırmada tek denekli araştırma modellerinden denekler arası çoklu yoklama deseni kullanılmıştır. Araştırma özel bir rehabilitasyon merkezinde gerçekleştirilmiştir. Araştırmanın katılımcıları yaşları 6-9 arasında değişen 3 erkek ve 1 kız, dört otizmli çocuktur.  Araştırma kapsamında insansı robot ve çocukların etkileşime girebileceği dört sosyal etkinlik geliştirilmiştir. Çalışma üç hafta sürmüştür ve her hafta her bir öğrenci için 20’şer dakikalık oturumlar düzenlenmiştir. Veri toplama aracı olarak denemelerde yapılan video kayıtları ve araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formları kullanılmıştır. Üçüncü denemedeki video kayıtları analiz edilerek robot ile çocukların etkileşim düzeyi belirlenmiştir. Ayrıca ailelerle yapılan görüşmelerin içerik analizi yapılmıştır. Öğrencilerin etkileşim düzey puanları hesaplanmış ve elde edilen verilerin değerlendirilmesiyle robot ile otizmli çocuklar arasında yüksek bir etkileşim olduğu sonucuna ulaşılmıştır. Bu sonuç alanyazındaki benzer çalışmalarla da paralellik göstermektedir.


References

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  • Argyle, M., &, Cook, M. (1976). Gaze and mutual gaze. Oxford, NY: Cambridge University Press.
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  • Dautenhahn, K. (2003). Roles and functions of robots in human society: implications from research in autism therapy. Robotica, 21(4), 443-452.
  • Dautenhahn, K. (2007). Methodology and themes of human-robot interaction: A growing research field. International Journal of Advanced Robotics Systems, 4(1), 103–108.
  • Dautenhahn, K., & Werry, I. (2000). Issues of robot-human interaction dynamics in the rehabilitation of children with autism. In Proceedings from animals to animats, the 6th international conference on the simulation of adaptive behavior (SAB2000). 11–15 September 2000. Paris, France, 519–528.
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  • Duquette, A., Michaud, F., & Mercier, H. (2008). Exploring the use of a mobile robot as an imitation agent with children with low-functioning autism. Autonomous Robots, 24(2), 147-157.
  • Esteban, P. G., Baxter, P., Belpaeme, T., Billing, E., Cai, H., Cao, H. L., ... & Fang, Y. (2017). How to build a supervised autonomous system for robot-enhanced therapy for children with autism spectrum disorder. Paladyn, Journal of Behavioral Robotics, 8(1), 18-38.
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  • Fombonne, E. (2005). The changing epidemiology of autism. Journal of Applied Research in Intellectual Disabilities, 18(4), 281-294.
  • Fong, T., Nourbakhsh, I., & Dautenhahn, K. (2003). A survey of socially interactive robots. Robotics and autonomous systems, 42(3), 143-166.
  • Fridin, M. (2014). Kindergarten social assistive robot: First meeting and ethical issues. Computers in Human Behavior, 30, 262-272.
  • Goodrich, M. A., & Schultz, A. C. (2007). Human-robot interaction: A survey. Foundations and Trends in Human-Computer Interaction, 1(3), 203–275.
  • Greczek, J., Atrash, A., & Matarić, M. (2013). A computational model of graded cueing: Robots encouraging behavior change. In HCI International 2013-Posters’ Extended Abstracts, 582-586. Springer Berlin Heidelberg.
  • Hedges, S. H., Odom, S. L., Hume, K., & Sam, A. (2018). Technology use as a support tool by secondary students with autism. Autism, 22(1), 70-79.
  • Hergüner, S., & Hergüner, A. (2011). Otistik Bozukluğu Olan Çocuk ve Ergenlerde Kolesterol Düzeyleri. Selçuk Üniversitesi Tıp Dergisi, 27(4), 226-228.
  • Hertenstein, M.J. (2002). Touch: its communicative functions in infancy. Human Development 45, 70–94.
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There are 77 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section In This Issue
Authors

Yavuz Yaman 0000-0002-4837-9959

Burak Şişman 0000-0002-7472-279X

Publication Date April 29, 2019
Acceptance Date November 19, 2018
Published in Issue Year 2019 Volume: 21 Issue: 1

Cite

APA Yaman, Y., & Şişman, B. (2019). Robot Assistants In Education of Children with Autism: Interaction Between The Robot and The Child. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 1-19. https://doi.org/10.17556/erziefd.472009