Figure - available via license: Creative Commons Attribution 4.0 International
Content may be subject to copyright.
Source publication
To engage in socio-emotional interactions, children with autism spectrum conditions (ASC) need support to understand and convey emotions. In our approach, a humanoid robot (Pepper, Softbanks Robotics) acts as a tutor for the child within autism care. The robot, equipped with multimodal sensor technology to acquire the emotional feedback of the chil...
Context in source publication
Context 1
... the depicted emotions of the subjects during the 90 second film segments were manually annotated (using the open source Behavioral Observation Research Interactive Software -BORIS [16]) to identify parts with low and high arousal and positive and negative emotions. Table 1 provides an overview of the five subjects from the study conducted by the Humboldt-Universität zu Berlin. Table 2 shows the annotated emotions and the computed mean HRs of one subject and its reference from the empatica wristband over some example time sections based on a smoothed signal. ...Similar publications
Background
Robot-mediated interventions show promise in supporting the development of children on the autism spectrum.
Objectives
In this systematic review and meta-analysis, we summarize key features of available evidence on robot-interventions for children and young people on the autism spectrum aged up to 18 years old, as well as consider their...
Citations
This paper aims to investigate the possibility of combining humanoid robots, particularly the NAO robot, with a mobile application to enhance the educational experiences of children with autism spectrum disorder (ASD). The NAO robot, interfaced with a mobile app, serves as a socially assistive robotic (SAR) tool in the classroom. The study involved two groups of children aged three to six years old, exhibiting mild to moderate ASD symptoms. While the experimental group interacted with the NAO robot, the control group followed the standard curriculum. Initial findings showed that students in the experimental group exhibited higher levels of engagement and eye contact. However, certain limitations were identified, including the NAO robot’s limited capacity for concurrent interactions, language difficulties, battery life, and internet access. Despite these limitations, the study highlights the potential of robots and AI in addressing the particular educational requirements of children with ASD. Future research should focus on overcoming these obstacles to maximize the advantages of this technology in ASD education.
The progress in Information and Communication Technologies (ICT) can make a real difference in the quality-of-life of persons with Autism Spectrum Disorder (ASD) by acting on several aspects, from customized software for the communication, to emotion recognition, to social behavior and also to provide systems for the observation of the wide spectrum of manifestations, to ease the diagnosis, to support the therapy, and to monitor the improvement and the growth of children with ASD. This has been achieved by the introduction of a large number of innovative technologies, spanning from Internet of Things, to robotics, virtual and augmented reality etc.
Differently from other surveys on the same research area, we focus this survey on innovative technologies used in this field, and we organize a classification of the works based on three different but strictly crossed axis, namely the triad of impairment (either communication, social interaction, or social behaviors), research purpose (either diagnosis or therapy) and system activity (either monitoring or intervention).
