Abstract
Purpose – The purpose of this paper is to identify ways teachers might employ a robot to achieve learning objectives with pupils with intellectual disabilities and potential outcome measures. Design/methodology/approach – A series of five case studies where teacher-pupil dyads were observed during five planned video-recorded sessions with a humanoid robot. Engagement was rated in a classroom setting and during the last session with the robot. Video recordings were analysed for duration of engagement, teacher assistance and number of goals achieved. Findings – Teachers identified a wide range of learning objectives ranging from an appreciation of cause and effect to improving the pupil's sense of direction. The robot's role could be to reward behaviour, provide cues or provide an active element to learning. Rated engagement was significantly higher with the robot than in the classroom. Research limitations/implications – A robot with a range of functions that allowed it to be engaging and motivating for the wide range of pupils in special education would be expensive and require teachers to learn how to use it. The findings identify ways to provide evidence that this expenditure of time and money is worthwhile. Originality/value – There is almost no research teachers can refer to on using robots to support learning in children with intellectual disabilities. This paper is therefore of value for researchers who wish to investigate using robots to educate children with intellectual disabilities, as it can provide vital information to aid study design.
Highlights
Teachers identified a wide range of learning objectives, addressing a range of different levels of understanding, from gaining an appreciation of cause and effect to improving the pupil’s sense of direction by learning the concepts of “forwards”, “backwards”, “left” and “right”
In some cases it provided the reward on a simple operant conditioning paradigm for example, the robot danced when the pupil (TN) made the required response
For example when attempting to improve the pupil’s (TH) sense of direction, the robot was a necessary part of the activity, providing a concrete demonstration of an abstract concept rather than a simple reward
Summary
Purpose To identify i) ways teachers might employ a robot to achieve learning objectives with pupils with intellectual disabilities and ii) potential outcome measures. Design/methodology/approach A series of five case studies where teacher-pupil dyads were observed during five planned video recorded sessions with a humanoid robot. Engagement was rated in a classroom setting and during the last session with the robot. Video recordings were analysed for duration of engagement, teacher assistance and number of goals achieved
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