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This paper describes a system that allows children with autism spectrum disorder - ASD - to be more aware of their emotions and increase their social relation, through the development of two practical games focused on human–robot interaction, based on the DSM-5 protocol.
Context in source publication
Context 1
... to this recognition should be alone because this program is very sensitive and detects other details with facial similarity. The process begins with a face recognition -FR-of the child, so that the program can standardize the image -SI-and thus facilitate the detection of the smile -SD-using the libraries of opencv haarcascade_smile, as shown in Fig. ...
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Citations
... The constant development of technology has allowed a greater distribution of information, interconnection and unimaginable cultural and social progress [1,2]. Notably in this century, science, technology, engineering, and mathematics are present in almost all aspects of people's lives, since their academic training [3,4]. The impact produced by this accelerated technological innovation has led to social and economic changes [5]. ...
The STEM (Science-Technology-Engineering-Mathematics) competences have taken the classroom of new generations, due to the need to instill interest in technical sciences and promote the careers of the future. In underdeveloped countries, free access to technology is limited by the scarcity of economic resources, for this it is required low-cost tools that facilitate better multidisciplinary learning. This work presents the implementation of an educational mobile robot to teach STEM competencies; the physical structure has been designed using 3D modeling and printing in PLA. The electronic system presented in this work is based on the Arduino embedded card that connects distance, weight, temperature and color sensors, two DC motors, and an LCD screen. In addition, the mobile robot has Bluetooth communication to connect it to external devices. The interaction with the user (student) is done through a mobile application and an HMI that is displayed on a personal computer. The robot’s features allow the measurement of physical variables, conversion of magnitudes, analysis of the operation of sensors and actuators, and the use of control interfaces. Experimental performance tests are carried out by individuals with an average age of 12 years (K-12), who are subjected to a learning test before and after applying this proposal. Finally, usability tests are carried out on teachers to validate the system developed.
Purpose
Technological advances in robotics have brought about exciting developments in different areas such as education, training, and therapy. Recent research has suggested that the robot can be even more effective in rehabilitation, therapy, and education for individuals with Autism Spectrum Disorder (ASD). In this paper, a comprehensive review of robotic technology for children with ASD is presented wherein a large number of journals and conference proceedings in science and engineering search engines' databases were implicated.
Materials and methods
A search for related literature was conducted in three search engines' databases, Web of Science, Scopus, and IEEE Xplore. Thematic keywords were used to identify articles in the recent ten years in titles, keywords, and abstracts. The retrieved articles were filtered, analysed, and evaluated based on specific inclusion and exclusion criteria.
Results
A total of 208 studies were retrieved, while 166 met the inclusion criteria. The selected studies were reviewed according to the type of robot, the participants, objectives, and methods. 68 robots were used in all studies, NAO robot was used in 30.5% of those studies. The total number of participants in all studies was 1671. The highest percentage of the studies reviewed were dedicated to augmenting the learning skills.
Conclusions
Robots and the associated schemes were used to determine their feasibility and validity for augmenting the learning skills of autistic children. Most of the studies reviewed were focused on improving the social communication skills of autistic children and measuring the extent of robot mitigation of stereotyped autistic behaviours.
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Implications for rehabilitation
• Social robots are not considered as promising tools to be utilized for rehabilitation of autistic children only, but also has been used for children and young people with severe intellectual disability.
• Rehabilitation for individuals with ASD using robots can augment their cognitive and social skills, but further studies should be conducted to clarify its effectiveness based on other factors such as sex, age and IQ of the participates.
• Robotic-based rehabilitation is not limited to the physical robots only, but virtual robots have been used also, whereas each of which can be used individually or simultaneously. However, further study is required to assess the extent of its efficiency and effectiveness for both cases.
