Robots as Assistive Technology Tools to Enhance Cognitive Abilities and Foster Valuable Learning Experiences among Young Children With Autism Spectrum Disorder

Noreen Izza Arshad,Hui Min Low,Mazeyanti Mohd Ariffin,Ahmad Sobri Hashim,Azah Anir Norman,Nurshazlyn Mohd Aszemi

doi:10.1109/access.2020.3001629

Abstract

This study examines the efficacy of robots as assistive technology (AT) learning tools for children with autism spectrum disorder (ASD). The study attempts to find answers to whether robots as assistive tools can (i) profoundly improve achievement in learning and (ii) provide valuable learning experiences among this group of children. Using LEGO Mindstorms EV3, a robot was built and programmed to teach the basic concept of place value in mathematics. Eight children with ASD, specifically, four females and four males, participated in the single case study, and six special education teachers took part in the interviews. The children participated in both traditional and robotic intervention lessons and were assessed at the end of each session. The results indicate a positive increase in content knowledge and an improved disposition toward learning, thus demonstrating the potential utilization of robots as AT tools for harnessing classroom learning. Data from the interviews with teachers highlighted four valuable learning experiences that occurred in the classrooms as a result of the robotic interventions; namely, with respect to young children with ASD, the AT (1) promoted interest and engagement, (2) increased attention and focus, (3) triggered interactions and communication, and (4) created a happy and fun learning environment.

Highlights

Autism spectrum disorder (ASD) is a neuro-developmental condition that causes atypical social communication and behavior patterns in young children
We investigated whether robots as assistive technology (AT) tools can profoundly enhance the knowledge and cognitive abilities of children with ASD
The results of the independent sample t-test analyses indicate that the robotics intervention performs better than the traditional ways of learning

Summary

Introduction

Autism spectrum disorder (ASD) is a neuro-developmental condition that causes atypical social communication and behavior patterns in young children. Many studies have concluded that children with ASD face increased challenges in keeping pace with their typically developing peers [2]–[5]. If these children are not provided with some type of intervention and the right scaffolding, The associate editor coordinating the review of this manuscript and approving it for publication was Chia-Wen Tsai. The provision of the right AT is crucial for scaffolding ASD and providing the students with tools that enhance learning [14]. Various types of AT, such as special input devices, avatars, tablets, serious games, virtual environments and robots, are suggested for people with ASD depending on their specific disorder [12], [13]

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