Surprising Performances of Students with Autism in Classroom with NAO Robot
Qin Yang, Huan Lu, Dandan Liang, Shengrong Gong, Huanghao Feng
TL;DR
This study investigates whether a NAO humanoid robot can enhance group learning for children with autism in a real classroom. It employs a mixed-methods design with video-based labeling and IOA to compare robot-assisted versus regular classrooms across attention, communication, interaction, and emotion. Results show higher attention, increased classroom communication, better interaction scores, and more positive emotions in the robot-assisted setting, with one participant diverging from the trend. The findings support broader adoption of robot-assisted classroom models for ASD education and provide methodological guidance for future group-interaction research in special education.
Abstract
Autism is a developmental disorder that manifests in early childhood and persists throughout life, profoundly affecting social behavior and hindering the acquisition of learning and social skills in those diagnosed. As technological advancements progress, an increasing array of technologies is being utilized to support the education of students with Autism Spectrum Disorder (ASD), aiming to improve their educational outcomes and social capabilities. Numerous studies on autism intervention have highlighted the effectiveness of social robots in behavioral treatments. However, research on the integration of social robots into classroom settings for children with autism remains sparse. This paper describes the design and implementation of a group experiment in a collective classroom setting mediated by the NAO robot. The experiment involved special education teachers and the NAO robot collaboratively conducting classroom activities, aiming to foster a dynamic learning environment through interactions among teachers, the robot, and students. Conducted in a special education school, this experiment served as a foundational study in anticipation of extended robot-assisted classroom sessions. Data from the experiment suggest that ASD students in classrooms equipped with the NAO robot exhibited notably better performance compared to those in regular classrooms. The humanoid features and body language of the NAO robot captivated the students' attention, particularly during talent shows and command tasks, where students demonstrated heightened engagement and a decrease in stereotypical repetitive behaviors and irrelevant minor movements commonly observed in regular settings. Our preliminary findings indicate that the NAO robot significantly enhances focus and classroom engagement among students with ASD, potentially improving educational performance and fostering better social behaviors.