Cyber-Physical Systems for Pedagogical Rehabilitation from an Inclusive Education Perspective
Keywords:Inclusive education, cyber-physical systems, linear control system framework, pedagogical rehabilitation, ANOVA
The paper presents a linear control system framework for design of technology-based games for pedagogical rehabilitation of children with special learning needs as a central component of the proposed cyber-physical system for inclusive education. The novelty is in explicitly addressing the issue of quantitatively estimating the improvement of games in the desired direction during the design process. An advantage of the proposed approach is its applicability to small groups of children playing diverse sets of games without loss of generalisability of the linear system’s model assumptions. Statistically justified experimental results are reported as providing support to the main hypotheses of the present study.
Ambady, N., & Rosenthal, R. (1993). Half a minute: Predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness. Journal of personality and social psychology, 64(3), 431-441. https://doi.org/10.1037/0022-3518.104.22.1681
Appelman, I. B., & Mayzner, M. S. (1981). The letter-frequency effect and the generality of familiarity effects on perception. Perception & Psychophysics, 30(5), 436-446. https://doi.org/10.3758/BF03204839
Azimi, M. (2012). Skeletal Joint Smoothing White Paper. Microsoft Developer Network. http://msdn.microsoft.com/en-us/library/jj131429.aspx
Bayon, C., Raya, R., Lara, S. L., Ramírez, O., Serrano, J., & Rocon, E. (2016). Robotic therapies for children with cerebral palsy: a systematic review. Translational Biomedicine, 7(1), 44. https://doi.org/10.21767/2172-0479.100044
Benitti, F. B. V. (2012). Exploring the educational potential of robotics in schools: A systematic review. Computers & Education, 58(3), 978-988. https://doi.org/10.1016/j.compedu.2011.10.006
Bolarinwa, O. A. (2015). Principles and methods of validity and reliability testing of questionnaires used in social and health science researches. Nigerian Postgraduate Medical Journal, 22(4), 195-201. https://doi.org/10.4103/1117-1936.173959
Botsova, R., Lekova, A., & Chavdarov, I. (2015). Imitation learning of robots by integrating Microsoft Kinect and PID Controller with a sensor for angular displacement in a robot joint. CompSysTech '15: Proceedings of the 16th International Conference on Computer Systems and Technologies June 2015 (pp. 268-275). https://doi.org/10.1145/2812428.2812455
Charlton, B., Williams, R. L., & McLaughlin, T. F. (2005). Educational games: A technique to accelerate the acquisition of reading skills of children with learning disabilities. International Journal of Special Education, 20(2), 66-72.
Chavdarov, I. & Naydenov, B. (2019). Design and kinematics of a 3-D printed walking robot “Big Foot”, overcoming obstacles. International Journal of Advanced Robotic Systems, 1–12. https://doi.org/10.1177/1729881419891329
Dimitrova, M. (2016). Cognitive Theories for Socially-Competent Robotics in Education. Lambert Academic Publishing.
Dimitrova, M. & Wagatsuma, H. (2015). Designing humanoid robots with novel roles and social abilities. Lovotics, 3, Article 112. https://doi.org/10.4172/2090-9888.1000112
Dimitrova, M., Vegt, N., & Barakova, E. (2012). Designing a system of interactive robots for training collaborative skills to autistic children. 2012 15th International Conference on Interactive Collaborative Learning (ICL), Villach, 2012 (pp. 1-8). https://doi.org/10.1109/ICL.2012.6402179
Dimitrova, M., Wagatsuma, H., Tripathi, G. N., & Ai, G. (2019). Learner attitudes towards humanoid robot tutoring systems: measuring of cognitive and social motivation influences. Cyber-Physical Systems for Social Applications (pp. 62-85). IGI Global. https://doi.org/10.4018/978-1-5225-7879-6.ch004
Ghazali, A. S., Ham, J., Barakova, E., & Markopoulos, P. (2020). Persuasive Robots Acceptance Model (PRAM): Roles of social responses within the acceptance model of persuasive robots. International Journal of Social Robotics, 1-18. https://doi.org/10.1007/s12369-019-00611-1
Hamzah, M. S. J., Shamsuddin, S., Miskam, M. A., Yussof, H., & Hashim, K. S. (2014). Development of interaction scenarios based on pre-school curriculum in robotic intervention for children with autism. Procedia Computer Science, 42, 214-221. https://doi.org/10.1016/j.procs.2014.11.054
Huijnen, C. A., Lexis, M. A., Jansens, R., & De Witte, L. P. (2016). Mapping robots to therapy and educational objectives for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(6), 2100-2114. https://doi.org/10.1007/s10803-016-2740-6
Katmada, A., Mavridis, A., Apostolidis, H., & Tsiatsos, T. (2015). Developing an adaptive serious game based on students' bio-feedback. 2015 6th International Conference on Information, Intelligence, Systems and Applications (IISA), Corfu, 2015, (pp. 1-6). https://doi.org/10.1109/IISA.2015.7387975
Kim, E. S., Berkovits, L. D., Bernier, E. P., Leyzberg, D., Shic, F., Paul, R., & Scassellati, B. (2013). Social robots as embedded reinforcers of social behavior in children with autism. Journal of Autism and Developmental Disorders, 43(5), 1038-1049. https://doi.org/10.1007/s10803-012-1645-2
Lekova, A., Stancheva, V., Krastev, A., Dimitrova, M., & Wagatsuma, H. (2015). Redesign of computer games towards serious motion-sensing games for children with limited physical skills: A developer perspective. Proceedings of the ICT Innovations 2015.
Mukherjee, S., Paramkusam, D., & Dwivedy, S. K. (2015). Inverse kinematics of a NAO humanoid robot using kinect to track and imitate human motion. 2015 International Conference on Robotics, Automation, Control and Embedded Systems (RACE), Chennai, 2015 (pp. 1-7). https://doi.org/10.1109/RACE.2015.7097245
Ozaeta, L., Graña, M., Dimitrova, M., & Krastev, A. (2018). Child oriented storytelling with NAO robot in hospital environment: preliminary application results. Problems of Engineering Cybernetics and Robotics, 69, 21-29.
Pliasa, S., & Fachantidis, N. (2019). Can a robot be an efficient mediator in promoting dyadic activities among children with Autism Spectrum Disorders and children of Typical Development? BCI'19: Proceedings of the 9th Balkan Conference on Informatics (pp. 1-6). https://doi.org/10.1145/3351556.3351592
Tanaka, F., Isshiki, K., Takahashi, F., Uekusa, M., Sei, R., & Hayashi, K. (2015). Pepper learns together with children: Development of an educational application. 2015 IEEE-RAS 15th International Conference on Humanoid Robots (Humanoids), Seoul, 2015, (pp. 270-275). https://doi.org/10.1109/HUMANOIDS.2015.7363546
Toh, L. P. E., Causo, A., Tzuo, P. W., Chen, I. M., & Yeo, S. H. (2016). A review on the use of robots in education and young children. Journal of Educational Technology & Society, 19(2), 148-163. http://www.jstor.org/stable/jeductechsoci.19.2.148
Van den Berk-Smeekens, I., Van Dongen-Boomsma, M., De Korte, M. W., Den Boer, J. C., Oosterling, I. J., Peters-Scheffer, N. C., Buitelaar, J. K., Barakova, E. I., Lourens, T., Staal, W. G. & Glennon, J. C. (2020). Adherence and acceptability of a robot-assisted Pivotal Response Treatment protocol for children with autism spectrum disorder. Scientific Reports, 10(1), 1-11. https://doi.org/10.1038/s41598-020-65048-3
Wainer, J., Dautenhahn, K., Robins, B., & Amirabdollahian, F. (2014). A pilot study with a novel setup for collaborative play of the humanoid robot KASPAR with children with autism. International Journal of Social Robotics, 6(1), 45-65. https://doi.org/10.1007/s12369-013-0195-x
How to Cite
Copyright (c) 2020 The Authors & LUMEN Publishing House
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journal right of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
BRAIN. Broad Research in Artificial Intelligence and Neuroscience Journal has an Attribution-NonCommercial-NoDerivs