Engaging students with profound and multiple disabilities using humanoid robots
Engagement is the single best predictor of successful learning for children with intellectual disabilities yet achieving engagement with pupils who have profound or multiple disabilities (PMD) presents a challenge to educators. Robots have been used to engage children with autism but are they effect...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Springer Verlag
2014
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| Subjects: | |
| Online Access: | https://eprints.nottingham.ac.uk/41284/ |
| _version_ | 1848796239366193152 |
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| author | Standen, Penny Brown, David Roscoe, Jess Hedgecock, Joseph Stewart, David Galvez Trigo, Maria Jose Elgajiji, Elmunir |
| author_facet | Standen, Penny Brown, David Roscoe, Jess Hedgecock, Joseph Stewart, David Galvez Trigo, Maria Jose Elgajiji, Elmunir |
| author_sort | Standen, Penny |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Engagement is the single best predictor of successful learning for children with intellectual disabilities yet achieving engagement with pupils who have profound or multiple disabilities (PMD) presents a challenge to educators. Robots have been used to engage children with autism but are they effective with pupils whose disabilities limit their ability to control other technology? Learning objectives were identified for eleven pupils with PMD and a humanoid robot was programmed to enable teachers to use it to help pupils achieve these objectives. These changes were evaluated with a series of eleven case studies where teacher-pupil dyads were observed during four planned video recorded sessions. Engagement was rated in a classroom setting and during the last session with the robot. Video recordings were analysed for duration of engagement and teacher assistance and number of goals achieved. Rated engagement was significantly higher with the robot than in the classroom. Observations of engagement, assistance and goal achievement remained at the same level throughout the sessions suggesting no reduction in the novelty factor. |
| first_indexed | 2025-11-14T19:44:49Z |
| format | Article |
| id | nottingham-41284 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T19:44:49Z |
| publishDate | 2014 |
| publisher | Springer Verlag |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-412842017-10-13T01:28:36Z https://eprints.nottingham.ac.uk/41284/ Engaging students with profound and multiple disabilities using humanoid robots Standen, Penny Brown, David Roscoe, Jess Hedgecock, Joseph Stewart, David Galvez Trigo, Maria Jose Elgajiji, Elmunir Engagement is the single best predictor of successful learning for children with intellectual disabilities yet achieving engagement with pupils who have profound or multiple disabilities (PMD) presents a challenge to educators. Robots have been used to engage children with autism but are they effective with pupils whose disabilities limit their ability to control other technology? Learning objectives were identified for eleven pupils with PMD and a humanoid robot was programmed to enable teachers to use it to help pupils achieve these objectives. These changes were evaluated with a series of eleven case studies where teacher-pupil dyads were observed during four planned video recorded sessions. Engagement was rated in a classroom setting and during the last session with the robot. Video recordings were analysed for duration of engagement and teacher assistance and number of goals achieved. Rated engagement was significantly higher with the robot than in the classroom. Observations of engagement, assistance and goal achievement remained at the same level throughout the sessions suggesting no reduction in the novelty factor. Springer Verlag 2014-04-01 Article PeerReviewed application/pdf en https://eprints.nottingham.ac.uk/41284/1/Engaging%20Students%20with%20Profound%20and%20Multiple%20Disabilities%20using%20Humanoid%20Robots%20AAM.pdf Standen, Penny, Brown, David, Roscoe, Jess, Hedgecock, Joseph, Stewart, David, Galvez Trigo, Maria Jose and Elgajiji, Elmunir (2014) Engaging students with profound and multiple disabilities using humanoid robots. Lecture Notes in Computer Science, 8514 . pp. 419-430. ISSN 0302-9743 Robots education engagement profound and multiple intellectual disabilities case studies video analysis http://link.springer.com/chapter/10.1007%2F978-3-319-07440-5_39 doi:10.1007/978-3-319-07440-5_39 doi:10.1007/978-3-319-07440-5_39 |
| spellingShingle | Robots education engagement profound and multiple intellectual disabilities case studies video analysis Standen, Penny Brown, David Roscoe, Jess Hedgecock, Joseph Stewart, David Galvez Trigo, Maria Jose Elgajiji, Elmunir Engaging students with profound and multiple disabilities using humanoid robots |
| title | Engaging students with profound and multiple disabilities using humanoid robots |
| title_full | Engaging students with profound and multiple disabilities using humanoid robots |
| title_fullStr | Engaging students with profound and multiple disabilities using humanoid robots |
| title_full_unstemmed | Engaging students with profound and multiple disabilities using humanoid robots |
| title_short | Engaging students with profound and multiple disabilities using humanoid robots |
| title_sort | engaging students with profound and multiple disabilities using humanoid robots |
| topic | Robots education engagement profound and multiple intellectual disabilities case studies video analysis |
| url | https://eprints.nottingham.ac.uk/41284/ https://eprints.nottingham.ac.uk/41284/ https://eprints.nottingham.ac.uk/41284/ |