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very interesting read..fascinating knowledge regarding how robots interact and the engagement for the child

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very interesting read..fascinating knowledge regarding how robots interact and the engagement for the child

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very interesting article.         adaptable and programable for  individual needs. focused towards the individual childs needs. using purposefully for specific task. i found closeness interesting, creating intrigue for child.
not to replace but to compliment and supplement learning. increase of interaction is interesting just to limited number is unclear for other children. i feel we must adapt and implement more tech as in the very near future it may become the norm for children.
i would love to hear feedback from a child perspective.

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Very interesting study.  Seems that the children interacted better and more with the robot than teacher.  Better eye contact, verbal interaction and overall quality of interaction is higher with robot than teacher.  All four children participated in Speech and Language Therapy outside of school.

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Very interesting study.  Seems that the children interacted better and more with the robot than teacher.  Better eye contact, verbal interaction and overall quality of interaction is higher with robot than teacher.  All four children participated in Speech and Language Therapy outside of school.

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However, there were only a small number of participants (4) and the research was carried out over a short period of time. But most of the findings were in line with other research done comparing the difference between robot and human interaction with children with autism.

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As a child with ASD got more used to the reactions of a robot would they loose interest in it? I'm guessing you would have to always be adapting and moving them along to do new things to have different learning/better interacting focusing outcomes. Interesting to note that the mimicry and gesture and the usual funstions of everyday life skills were better with human interaction, obvious I'm sure but relevant especially for non-verbal students. I see this with one of the non-verbal students that I work with, he mimics certain sounds that The teacher or I make. 

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As a child with ASD got more used to the reactions of a robot would they loose interest in it? I'm guessing you would have to always be adapting and moving them along to do new things to have different learning/better interacting focusing outcomes. Interesting to note that the mimicry and gesture and the usual funstions of everyday life skills were better with human interaction, obvious I'm sure but relevant especially for non-verbal students. I see this with one of the non-verbal students that I work with, he mimics certain sounds that The teacher or I make. 

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One part I liked and noted was the children participating in a structured and suitably prepared activities. The activities were conducted by Daisy and a human partner, bringing help to the children if needs be.

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One part I liked and noted was the children participating in a structured and suitably prepared activities. The activities were conducted by Daisy and a human partner, bringing help to the children if needs be.

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I feel that using the robots for interactions is fanastic as a starter for kids who find this difficult, but as long as it wouldnt take away from human interactions. Its a great resource to be able to use. 

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I feel that using the robots for interactions is fanastic as a starter for kids who find this difficult, but as long as it wouldnt take away from human interactions. Its a great resource to be able to use. 

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I liked the idea of the interaction with the children with both the robot and teacher. The feature of the robot closing its eyes at the end of the session was a well thought addition and would help to avoid meltdowns  as mentioned earlier. While the sessions were beneficial in enhancing eye contact, improving verbal interaction and approach I would worry slightly about the  children's dependence on the robot. While It is certainly a great help I feel care is needed. The study had limitations in the small measurement of participants (
four children) and the study over a small amount of time. I would be interested to see what outcome there would be after a bigger group was studied.

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adaptable and programable for  individual needs

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I can understand why the study results showed that there was better results with robots as we as humans can confuse children by not being clear with our instructions and the robot would be less confusing. Also the child may feel slight pressure with instructions from a teacher due to maybe performance anxiety and they would not have that pressure with a robot. Daisy may be less of a threat. 

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I can understand why the study results showed that there was better results with robots as we as humans can confuse children by not being clear with our instructions and the robot would be less confusing. Also the child may feel slight pressure with instructions from a teacher due to maybe performance anxiety and they would not have that pressure with a robot. Daisy may be less of a threat. 

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It's important that the researcher identified that the robot used doesn't replace the human element. The two have to work in tandem.

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One thing that struck me was that the researchers on this paper stated the importance of choosing the right robot for the child/activity/objective. Robots can be selected and used to achieve intended goals. If a study is hoping to improve mimicry skills then a humanoid robot is more preferable.

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I was glad to see that the teacher was involved in this and that rather than the child working in isolation with the robot, the robot worked in unison with the teacher, with the robot and teacher carrying out activities alternately.

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It's interesting that the study comments on the importance of investigating the enhancement of social and communication skills of children with ASD when they participate in suitably prepared, structured activities. Planning is key to ensuring that children can participate meaningfully.

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This article provides a good overview of some of the approaches that have been used to assess the impact of robotics on the development of interactions, social skills, eye contact, proximity and verbal interaction during activities. It was interesting to note a marked improvement in increased attention, ability to follow instructions and a decrease in 'fidgeting'.