Exploring the effect of robot‐based video interventions for children with autism spectrum disorder as an alternative to remote education

Diego Antonio Urdanivia Alarcon; Sandra Cano; Fabian Hugo Rucano Paucar; Ruben Fernando Palomino Quispe; Fabiola Talavera‐mendoza; María Elena Rojas Zegarra

doi:10.3390/electronics10212577

Exploring the effect of robot‐based video interventions for children with autism spectrum disorder as an alternative to remote education

Diego Antonio Urdanivia Alarcon, Sandra Cano, Fabian Hugo Rucano Paucar, Ruben Fernando Palomino Quispe, Fabiola Talavera‐mendoza, María Elena Rojas Zegarra

Research output: Contribution to journal › Article › peer-review

Abstract

Education systems are currently in a state of uncertainty in the face of the changes and complexities that have accompanied SARS‐CoV2, leading to new directions in educational models and curricular reforms. Video‐based Intervention (VBIs) is a form of observational learning based on social learning theory. Thus, this study aims to make use of a humanoid robot called NAO, which has been used in educational interventions for children with autism spectrum disorder. Integrating it in video‐based interventions. This study aims to characterize, in an everyday context, the medi-ating role of the NAO robot presented in group videoconferences to stimulate video‐based on observational learning for children with cognitive and social communication deficits. The children in the study demonstrated a minimal ability to understand simple instructions. This qualitative study was applied to three children with autism spectrum disorder (ASD), level III special education students at Center for Special Basic Education (CEBE) in the city of Arequipa, Perú. Likewise, an in-strument was designed for assessment of the VBIs by a group of psychologists. The results showed that the presence of the NAO robot in the VBIs successfully stimulated their interaction capabilities.

Original language	English
Article number	2577
Journal	Electronics (Switzerland)
Volume	10
Issue number	21
DOIs	https://doi.org/10.3390/electronics10212577
State	Published - 1 Nov 2021
Externally published	Yes

Bibliographical note

Funding Information:
This research was funded by Universidad Nacional de San Agust?n de Arequipa, UNSA? INVESTIGA, Faculty of Education Sciences within the framework of the project ?TEACHING CHIL? DREN WITH AUTISM SPECTRUM DISORDER USING INCLUSIVE ACTIVITIES BASED ON RO? BOTICS?, grant number IAI?008?2018?UNSA.

Funding Information:
Funding: This research was funded by Universidad Nacional de San Agustín de Arequipa, UNSA‐ INVESTIGA, Faculty of Education Sciences within the framework of the project “TEACHING CHIL‐ DREN WITH AUTISM SPECTRUM DISORDER USING INCLUSIVE ACTIVITIES BASED ON RO‐ BOTICS”, grant number IAI‐008‐2018‐UNSA.

Publisher Copyright:
© 2021 by the authors. Licensee MDPI, Basel, Switzerland.

Keywords

Autism spectrum disorders
Robot‐based video interventions
Special education
Video‐based interventions

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.3390/electronics10212577

Cite this

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abstract = "Education systems are currently in a state of uncertainty in the face of the changes and complexities that have accompanied SARS‐CoV2, leading to new directions in educational models and curricular reforms. Video‐based Intervention (VBIs) is a form of observational learning based on social learning theory. Thus, this study aims to make use of a humanoid robot called NAO, which has been used in educational interventions for children with autism spectrum disorder. Integrating it in video‐based interventions. This study aims to characterize, in an everyday context, the medi-ating role of the NAO robot presented in group videoconferences to stimulate video‐based on observational learning for children with cognitive and social communication deficits. The children in the study demonstrated a minimal ability to understand simple instructions. This qualitative study was applied to three children with autism spectrum disorder (ASD), level III special education students at Center for Special Basic Education (CEBE) in the city of Arequipa, Per{\'u}. Likewise, an in-strument was designed for assessment of the VBIs by a group of psychologists. The results showed that the presence of the NAO robot in the VBIs successfully stimulated their interaction capabilities.",

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Exploring the effect of robot‐based video interventions for children with autism spectrum disorder as an alternative to remote education

Abstract

Bibliographical note

Keywords

UN SDGs

Access to Document

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