ROBOTS HUMANOIDES EN EL CONTEXTO EDUCATIVO Y TERAPÉUTICO DE NIÑOS CON AUTISMO
CARACTERÍSTICAS Y APLICACIONES
Visualizações: 54DOI:
https://doi.org/10.56579/rei.v6i4.1306Palabras clave:
Educación especial, Trastorno del espectro autista, RobóticaResumen
Este artículo explora la aplicación de robots humanoides en intervenciones educativas para niños con autismo, un campo de estudio que ha ganado atención debido al potencial de estas tecnologías para facilitar el aprendizaje y la interacción social. A través de una exhaustiva revisión bibliográfica, realizada en diversas bases de datos entre 2015 y 2023, se identificaron los principales robots utilizados para asistir a esta población específica. La selección de estudios se centró en investigaciones que presentaran estrategias concretas de uso de robots, excluyendo revisiones sistemáticas, propuestas teóricas sin intervención práctica y estudios que no involucraran robots humanoides. En total, se analizaron 35 estudios, destacando las funcionalidades de los robots, las conductas objetivo de las intervenciones y los resultados obtenidos. Este trabajo contribuye al campo de la robótica educativa y terapéutica, ofreciendo información valiosa para investigadores, desarrolladores y profesionales de la educación especial a la hora de elegir robots humanoides como herramientas de apoyo para niños con autismo, con vistas a una integración social y educativa más eficaz.
Descargas
Citas
ALBO-CANALS, J. et al. A Pilot Study of the KIBO Robot in Children with Severe ASD. International Journal of Social Robotics, v. 10, n. 3, p. 371–383, 2018. Disponível em: https://link.springer.com/article/10.1007/s12369-018-0479-2. Acesso em: 22 mai. 2024.
BARNES, J. A. et al. Child-Robot Interaction in a Musical Dance Game: An Exploratory Comparison Study between Typically Developing Children and Children with Autism. International journal of human-computer interaction, v. 37, n. 3, p. 249–266, 2021. Disponível em: https://pubmed.ncbi.nlm.nih.gov/33767571/. Acesso em: 22 mai. 2024.
BRASIL. Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep). Censo da Educação Básica 2020: resumo técnico. Brasília, DF: INEP, 2021. Disponível em: https://download.inep.gov.br/publicacoes/institucionais/estatisticas_e_indicadores/resumo_tecnico_censo_escolar_2020.pdf. Acesso em: 22 mai. 2024.
BRASIL. Ministério da Educação (MEC). Manual de Orientação: Programa de Implantação de Sala de Recursos Multifuncionais. MEC, 2010. Disponível em: http://portal.mec.gov.br/index.php?option=com_docman&view=download&alias=9936-manual-orientacao-programa-implantacao-salas-recursos-multifuncionais&Itemid=30192. Acesso em: 22 mai. 2024.
BHARATHARAJ, J. et al. Sociopsychological and physiological effects of a robot-assisted therapy for children with autism. International journal of advanced robotic systems, v. 14, n. 5, 2017. Disponível em: https://journals.sagepub.com/doi/10.1177/1729881417736895. Acesso em: 22 mai. 2024.
CLABAUGH, C. et al. Long-Term Personalization of an In-Home Socially Assistive Robot for Children With Autism Spectrum Disorders. Frontiers in Robotics and AI, v. 6, p. 110, 6 nov. 2019. Disponível em: https://www.frontiersin.org/articles/10.3389/frobt.2019.00110/full. Acesso em: 22 mai. 2024.
DAVID, D. et al. Developing Joint Attention for Children with Autism in Robot-Enhanced Therapy. International Journal of Social Robotics, v. 10, n. 5, p. 595–605, 2018. Disponível em: https://link.springer.com/article/10.1007/s12369-017-0457-0. Acesso em: 22 mai. 2024.
DE KORTE, M. W. et al. Self-initiations in young children with autism during Pivotal Response Treatment with and without robot assistance. Autism : the international journal of research and practice, v. 24, n. 8, p. 2117–2128, 2020. Disponível em: https://pubmed.ncbi.nlm.nih.gov/32730096/. Acesso em: 22 mai. 2024.
DIEHL JJ, CROWELL CR, VILLANO M., WIER K., TANG K., RIEK LD (2014) Clinical Applications of Robots in Autism Spectrum Disorder Diagnosis and Treatment. Em: Patel V., Preedy V., Martin C. (eds) Comprehensive Guide to Autism. Springer, New York, NY. Disponível em: https://doi.org/10.1007/978-1-4614-4788-7_14. Acesso em: 22 mai. 2024.
DUVILLE, M. M.; ALONSO-VALERDI, L. M.; IBARRA-ZARATE, D. I. Electroencephalographic Correlate of Mexican Spanish Emotional Speech Processing in Autism Spectrum Disorder: To a Social Story and Robot-Based Intervention. Frontiers in Human Neuroscience, v. 15, 2021. Disponível em: https://www.frontiersin.org/articles/10.3389/fnhum.2021.626146/full. Acesso em: 22 mai. 2024.
FENG, Y.; JIA, Q.; WEI, W. A Control Architecture of Robot-Assisted Intervention for Children with Autism Spectrum Disorders.(Research Article). Journal of Robotics, v. 2018, 2018. Disponível em: https://www.hindawi.com/journals/jr/2018/3246708/. Acesso em: 22 mai. 2024.
PETRIC, F; KOVACIC, Z. Design and Validation of MOMDP Models for Child–Robot Interaction Within Tasks of Robot-Assisted ASD Diagnostic Protocol. International Journal of Social Robotics, v. 12, n. 2, p. 371–388, 2020. Disponível em: https://link.springer.com/article/10.1007/s12369-019-00577-0. Acesso em: 22 mai. 2024.
GIANNOPULU, I.; MONTREYNAUD, V.; WATANABE, T. Minimalistic toy robot to analyze a scenery of speaker–listener condition in autism. Cognitive Processing, v. 17, n. 2, p. 195–203, 2016. Disponível em: https://pubmed.ncbi.nlm.nih.gov/26872960/. Acesso em: 22 mai. 2024.
HUIJNEN, C. A. G. J.; LEXIS, M.; WITTE, L. P. DE. Matching Robot KASPAR to Autism Spectrum Disorder (ASD) Therapy and Educational Goals. International Journal of Social Robotics, v. 8, n. 4, p. 445–455, 2016. Disponível em: https://link.springer.com/article/10.1007/s12369-016-0369-4. Acesso em: 22 mai. 2024.
JOUAITI, M.; HÉNAFF, P. Robot-Based Motor Rehabilitation in Autism: A Systematic Review. International Journal of Social Robotics, v. 11, n. 5, p. 753–764, 2019. Disponível em: https://hal.science/hal-02295952/document. Acesso em: 22 mai. 2024.
JUNG, C. E. et al. Atypical Asymmetry for Processing Human and Robot Faces in Autism Revealed by fNIRS. PLOS ONE, v. 11, n. 7, p. e0158804, 7 jul. 2016. Disponível em: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0158804. Acesso em: 22 mai. 2024.
KATSANIS, I. A.; MOULIANITIS, V. C. An Architecture for Safe Child–Robot Interactions in Autism Interventions. Robotics, v. 10, n. 1, p. 20, 2021. Disponível em: https://www.mdpi.com/2218-6581/10/1/20. Acesso em: 22 mai. 2024.
KOSTRUBIEC, V.; KRUCK, J. Collaborative Research Project: Developing and Testing a Robot-Assisted Intervention for Children With Autism. Frontiers in Robotics and AI, v. 7, 2020. Disponível em: https://www.frontiersin.org/articles/10.3389/frobt.2020.00037/full. Acesso em: 22 mai. 2024.
KUMAZAKI, H. et al. A pilot study for robot appearance preferences among high-functioning individuals with autism spectrum disorder: Implications for therapeutic use.(Research Article)(Report). PLoS ONE, v. 12, n. 10, p. e0186581, 2017. Disponível em: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5640226/. Acesso em: 22 mai. 2024.
KUMAZAKI, H. et al. Impressions of Humanness for Android Robot may Represent an Endophenotype for Autism Spectrum Disorders.(Letter to the Editor). Journal of Autism and Developmental Disorders, v. 48, n. 2, p. 632, 2018. Disponível: https://pubmed.ncbi.nlm.nih.gov/29086211/. Acesso em: 22 mai. 2024.
MARINO, F.; CARROZZA, C.; VAGNI, D. Outcomes of a Robot-Assisted Social-Emotional Understanding Intervention for Young Children with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, v. 50, n. 6, p. 1973–1987, 2020. Disponível em: https://pubmed.ncbi.nlm.nih.gov/30852783/. Acesso em: 22 mai. 2024.
REILLY, Colin. Behavioural phenotypes and special educational needs: is aetiology important in the classroom?. Journal of Intellectual Disability Research, v. 56, n. 10, p. 929-946, 2012. Disponível em: https://pubmed.ncbi.nlm.nih.gov/22471356/. Acesso em: 22 mai. 2024.
RUDOVIC, Ognjen et al. Measuring engagement in robot-assisted autism therapy: A cross-cultural study. Frontiers in Robotics and AI, v. 4, p. 36, 2017. Disponível em: https://www.frontiersin.org/articles/10.3389/frobt.2017.00036/full. Acesso em: 22 mai. 2024.
SHARMA, S.; SRIVASTAVA, S.; ACHARY, K.; VARKEY, B., HEIMONEN, T., HAKULINEN, JS, ... & Rajput, N. (2016, fevereiro). Promoting joint attention with computer-supported collaboration in children with autism. Em Proceedings of the 19th ACM conference on computer-supported cooperative work & social computing (pp. 1560-1571). Disponível em: https://research.ibm.com/publications/promoting-joint-attention-with-computer-supported-collaboration-in-children-with-autism. Acesso em: 22 mai. 2024.
QIDWAI, U. Humanoid Robot as a Teacher’s Assistant: Helping Children with Autism to Learn Social and Academic Skills. Journal of Intelligent & Robotic Systems, v. 98, n. 3–4, p. 759–770, 2020. Disponível em: https://link.springer.com/article/10.1007/s10846-019-01075-1. Acesso em: 22 mai. 2024.
SAADATZI, M. et al. Small-Group Technology-Assisted Instruction: Virtual Teacher and Robot Peer for Individuals with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, v. 48, n. 11, p. 3816–3830, 2021. Disponível em: https://link.springer.com/referenceworkentry/10.1007/978-3-319-91280-6_102391. Acesso em: 22 mai. 2024.
SCASSELLATI, B.; ADMONI, H.; MATARI, M. Robots for Use in Autism Research. Annual Review of Biomedical Engineering, v. 14, p. 275–294, 2012. Disponível em: https://pubmed.ncbi.nlm.nih.gov/22577778/. Acesso em: 22 mai. 2024.
SHIMAYA, J. et al. Communication Support via a Tele-Operated Robot for Easier Talking: Case/Laboratory Study of Individuals with/Without Autism Spectrum Disorder.(Report). International Journal of Social Robotics, v. 11, n. 1, p. 171, 2019. Disponível em: https://tus.elsevierpure.com/en/publications/communication-support-via-a-tele-operated-robot-for-easier-talkin/fingerprints/. Acesso em: 22 mai. 2024.
SIMUT, R. et al. Children with Autism Spectrum Disorders Make a Fruit Salad with Probo, the Social Robot: An Interaction Study. Journal of Autism and Developmental Disorders, v. 46, n. 1, p. 113–126, 2016. Disponível em: https://pubmed.ncbi.nlm.nih.gov/26304031/. Acesso em: 22 mai. 2024.
SO, W.-C et al. Using Robot Animation to Promote Gestural Skills in Children with Autism Spectrum Disorders. Journal of computer assisted learning, v. 32, n. 6, p. 632, 2016. Disponível em: https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12159. Acesso em: 22 mai. 2024.
SO, WING-CHEE et al. A Robot-Based Play-Drama Intervention May Improve the Joint Attention and Functional Play Behaviors of Chinese-Speaking Preschoolers with Autism Spectrum Disorder: A Pilot Study. Journal of Autism and Developmental Disorders, v. 50, n. 2, p. 467–481, 2020. Disponível em: https://pubmed.ncbi.nlm.nih.gov/31655965/. Acesso em: 22 mai. 2024.
SO, WING-CHEE et al. Robot-based intervention may reduce delay in the production of intransitive gestures in Chinese-speaking preschoolers with autism spectrum disorder.(Report). Molecular Autism, v. 9, n. 1, 2018. Disponível em: https://pubmed.ncbi.nlm.nih.gov/29796238/. Acesso em: 22 mai. 2024.
STRATEN, C. L. et al. Effects of robots’ intonation and bodily appearance on robot-mediated communicative treatment outcomes for children with autism spectrum disorder.(Report). Personal and Ubiquitous Computing, v. 22, n. 2, p. 379, 2018. Disponível em: https://link.springer.com/article/10.1007/s00779-017-1060-y. Acesso em: 22 mai. 2024.
TAHERI, A. et al. Human–Robot Interaction in Autism Treatment: A Case Study on Three Pairs of Autistic Children as Twins, Siblings, and Classmates. International Journal of Social Robotics, v. 10, n. 1, p. 93–113, 2018. Disponível em: https://ouci.dntb.gov.ua/en/works/40rXLOv9/. Acesso em: 22 mai. 2024.
VÁZQUEZ, E. P. et al. The use of the bee-bot robot as a learning tool for emotions in the teaching of students with autism spectrum disorder. INFAD, v. 3, n. 1, p. 577–584, 2019. Acesso em: 22 mai. 2024.
VANDEVELDE, Cesar et al. The use of social robot ono in robot assisted therapy. In: International Conference on Social Robotics. 2013. Disponível em: https://www.cesarvandevelde.com/static/pdf/the-use-of-social-robot-ono-in-rat.pdf. Acesso em: 22 mai. 2024.
WIJAYASINGHE, I.; POPA, D. Human–Robot Gesture Analysis for Objective Assessment of Autism Spectrum Disorder. International Journal of Social Robotics, v. 8, n. 5, p. 695–707, 2016. Disponível em: https://scholarlycommons.pacific.edu/shs-all/336. Acesso em: 22 mai. 2024.
WONG, HYA; ZHONG, ZW Assessment of robot training for social cognitive learning. In: 2016 16ª Conferência Internacional sobre Controle, Automação e Sistemas (ICCAS) . IEEE, 2016. p. 893-898. Disponível em: https://ieeexplore.ieee.org/abstract/document/7832420. Acesso em: 22 mai. 2024.
WOOD, L. J. et al. Developing Kaspar: A Humanoid Robot for Children with Autism. International Journal of Social Robotics, v. 13, n. 3, p. 491–508, jun. 2021. Disponível em: https://link.springer.com/article/10.1007/s12369-019-00563-6. Acesso em: 22 mai. 2024.
YOSHIKAWA, Y. et al. Relaxing Gaze Aversion of Adolescents With Autism Spectrum Disorder in Consecutive Conversations With Human and Android Robot—A Preliminary Study. Frontiers in Psychiatry, v. 10, 2019. Disponível em: https://pubmed.ncbi.nlm.nih.gov/31258488/. Acesso em: 22 mai. 2024.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Revista de Estudios Interdisciplinarios
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
La Revista de Estudios Interdisciplinares adopta la Licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0), que permite compartir y adaptar el trabajo, incluso con fines comerciales, siempre que se otorgue la atribución adecuada y se reconozca la publicación original en esta revista.
