发表机构
Yale Child Study Center; Yale School of Medicine; Yale University; Van Robotics, Inc.; Seattle Children's Hospital（耶鲁儿童研究中心; 耶鲁医学院; 耶鲁大学; 范机器人公司; 西雅图儿童医院）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
本研究提出一种融合“通过教学学习”教学法的机器人辅助干预方法，实验表明该法能提升自闭症儿童在社交任务中的参与度和表现。
AI 中文摘要
在机器人辅助自闭症干预中，历史上使用的交互范式将机器人作为教师、临床助理或能力更强的同伴，以促进各种社交技能的发展。这些模式通常利用训练有素的从业者的专业知识，以确保儿童与机器人之间的互动富有成效或具有临床依据，从而为自闭症谱系中的儿童带来积极治疗效果。然而，尽管大多数自闭症谱系障碍（ASD）儿童就读于主流学校，并且80%或更多的时间在普通教室中度过[27]，但将经过验证的课堂教学法融入机器人辅助自闭症干预的研究却十分匮乏。在这项工作中，我们提出了一种新颖的教学方法，旨在提升学龄ASD儿童的社交技能。我们评估了一种新型机器人辅助自闭症干预的有效性，该干预融合了“通过教学学习”（learning-by-teaching）教学法，并探讨了在社交技能任务集上，使用机器人相对于人类同伴在提升表现方面的比较优势。结果显示，80%的研究参与者在机器人条件下表现更好（机器人条件下的平均表现=63%，人类同伴条件下的平均表现=37%），且与场景顺序无关。此外，90%的所有参与者在机器人条件下表现出显著更高的参与度（平均参与度：机器人=61%，人类同伴=32%），虽然这种效应在人类同伴条件下未出现，但分析表明，机器人条件下的整体参与度有助于提升表现。这些结果表明，在“通过教学学习”情境中使用的机器人可能有助于增强ASD儿童在简单社交技能任务上的参与度并改善其表现。
英文摘要
Interaction paradigms used in robot-assisted autism intervention have historically employed robots as teachers, clinical assistants, or more-abled peers to promote a variety of social skills. These modalities often leverage the expertise of trained practitioners to ensure that child-robot interactions are productive or clinically grounded to yield positive therapeutic benefits for children across the autism spectrum. Yet, despite the fact that the majority of children with autism spectrum disorder (ASD) attend mainstream schools and spend 80% or more of their time in the general classroom [27], there is a paucity of research incorporating validated classroom teaching pedagogies into robot-assisted autism interventions. In this work, we introduce a novel teaching methodology for advancing social skills in school-aged children with ASD. We evaluate the effectiveness of a novel robot-assisted autism intervention which incorporates the learning-by-teaching pedagogy and explores the comparative benefits of employing a robot versus a human confederate for improved performance on a set of social skills tasks. Results show that 80% of study participants performed better in the robot condition (mean performance in the robot condition=63%, mean performance in the confederate condition=37%), irrespective of the scenario order. Further, 90% of all participants were significantly more engaged in the robot condition (mean engagement: robot=61%, confederate=32%) and, while the effect did not result in the confederate condition, analyses indicate that overall engagement in the robot condition contributed to improved performance. These results suggest that robots employed in a learning-by-teaching context may help enhance engagement and improve performance on a simple social skills task for children with ASD.
Comments9 pages, 10 figures
