Using a NAO humanoid robot to enhance the learning of children with learning disabilities
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Using a NAO humanoid robot to enhance the learning of children with learning disabilities Interactive Technologies and Games (ITAG) Conference 2014 Health, Disability and Education Dates: Thursday 16 October 2014 - Friday 17 October 2014 Location: The Council House, NG1 2DT, Nottingham, UK
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Using a NAO humanoid robot to enhance the learning of children with learning disabilities
- 1. Using a NAO humanoid robot to enhance the learning of children with learning disabilities Jessica Peter Roscoe Penny Standen
- 2. Rationale for the study… Learning disabilities affect 1-2% of the population Delays in intellectual and social functioning, Communication barriers need high levels of support with activities of daily living may have additional sensory or physical disabilities, complex health needs or mental health difficulties may have challenging behaviours
- 3. Rationale for the study… Minimal research using the NAO robot with children with learning disabilities. The research which does exist using NAO focuses on children with autism who have different needs than children with learning disabilities. “supressing a child's autistic behaviour”1 The opportunity to bypass the need for assistive technology. Robots have captured public imagination.
- 6. Research plan What did the teachers want the robot to do? To produce a behaviour that acted as a reward To perform behaviours that were appealing to the pupil or enjoyable in their own right. To do something instrumental in achieving a learning objective. To give commands or prompts so the pupil responds with the required behaviour Demo for teachers Initial interview Classroom engagement profile Programming Initial session Four video recorded sessions Video analysis
- 7. Participants Eleven students Varying degrees of learning disabilities P-stage one to level three of the National Curriculum Nine male, two female
- 8. In Each Session… Overarching goal Encouragement/rewards The goal was to encourage the participant to interact with technology using micro-switches and make choices NAO would encourage interaction by dancing to the participants chosen song For example…
- 10. Another example…. The goal was to teach the participant to use a joystick to control NAO This knowledge would then hopefully help him to use his new joystick controlled motorised wheelchair Enable increased independence NAO can be used with a variety of different input devices Micro-switches Tablets Joysticks Games console controllers
- 12. SSATrust engagement scale Engagement Indicators Score (0–4) What happened? What happened / what didn’t happen and why? Next actions What will I do next time and why? How will I make the activity more appealing (see Inquiry Framework)? Awareness Curiosity Investigation Discovery Anticipation Initiation Persistence Total score NB NOW CIRCLE TOTAL SCORE ON SCALE (previous page) Key for scoring 0 1 2 3 4 No focus Low and minimal levels – emerging / fleeting Partly sustained Mostly sustained Fully sustained Engagement is the single best predictor of successful learning Allows teachers to focus on the child’s engagement Used originally to create personalised learning pathways Adapted for use with NAO
- 13. Video analysis Goal achievement Assistance required Duration of engagement
- 14. Findings Significantly more engagement when working with the robot than when working without (using the engagement scale) 10% Increase in engagement (using video analysis) Small decrease in assistance required by pupils throughout the study Small decrease in pupil attainment of goals throughout the study
- 16. Conclusions Higher level of engagement associated with the use of a Nao humanoid robot Rating scale results potentially open to bias as it was not possible to carry them out without knowing which condition the pupil was in. Video analysis also showed high levels of engagement and these did not decline over time suggesting that the novelty factor of working with a robot had not waned at least for the duration of the study. Further research required, some evidence was non statistically significant due to the small sample size
- 17. Acknowledgements