DOI•
Robótica para la inclusión educativa: una revisión sistemática
01 Dec 2021-pp 150-171
TL;DR: In this article, a systematic review on the use of robotics for educational inclusion is presented, which concludes that educational robotics can indeed be a strategy for education inclusion, such as increased motivation, creativity and teamwork skills, and improved social and communication skills.
Abstract: Education must be inclusive and one of the tools used to achieve this is robotics. In addition, one of the elements of robotics is programming and computational thinking is applied to program. On the other hand, to ensure that education is inclusive, there must be diversity. I proceed to develop a systematic review on the use of robotics for educational inclusion. The questions of this research are: Can educational robotics be a strategy for educational inclusion? What benefits are obtained with the use of robotics in educational inclusion? How is the training of teachers in relation to the use of robotics for inclusion? After applying filters following the PRISMA statement, 23 studies belonging to the Scopus and WOS databases have been selected. The conclusions are: educational robotics can indeed be a strategy for educational inclusion. In addition, numerous benefits are reported, such as increased motivation, creativity and teamwork skills, and improved social and communication skills. Few results have been obtained about teacher training in this area (very few studies in the systematic review address this issue). However, it is noted that most teachers consider robotics a useful tool for educational inclusion.
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TL;DR: A revisión sistemática de la literatura científica sobre la robótica como herramienta de promoción de la inclusión escolar, in base a lo explicitado in la LOMLOE, realizado en as discussed by the authors .
Abstract: El presente estudio realiza una revisión sistemática de la literatura científica sobre la robótica como herramienta de promoción de la inclusión escolar, en base a lo explicitado en la LOMLOE. En el análisis, se han aplicado los filtros de la declaración PRISMA y la lista de verificación CASP, seleccionando estudios pertenecientes a las bases de datos SCOPUS, WOS y Scholar Google. Las principales conclusiones exponen la mejora de las habilidades sociales y comunicativas y la potenciación de la motivación y la capacidad de trabajo en equipo gracias a la inclusión de la robótica en el currículo escolar.
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TL;DR: Examples of CT definitions, interventions, assessments, and models across a variety of disciplines are shown, with a call for more extensive research in this area.
578 citations
TL;DR: The Incheon Declaration as mentioned in this paper was recently endorsed by the World Forum for Education in 2015, which made a commitment to address all forms of exclusion and marginalisation in education and pointed to the need to focus efforts on the most disadvantaged learners to ensure that no one is overlooked.
Abstract: This article sets out the international context for this special issue on equity and diversity. Tracing the development of the United Nations’ policy ‘Education for All’ since 1990, it notes the struggles that have gone on to ensure that this is, in fact, concerned with all children, whatever their characteristics and circumstances. This inclusive vision was recently endorsed by the Incheon Declaration, which emerged from the World Forum for Education in 2015. A groundbreaking document, it makes a commitment to address all forms of exclusion and marginalisation. In so doing, it points to the need to focus efforts on the most disadvantaged learners to ensure that no one is overlooked. Bearing this new international policy in mind, the article draws on findings from the author’s own research in order to suggest an overall agenda for change, focusing on national policies for equity and the development of inclusive school practices.
69 citations
01 Jul 2020
TL;DR: To explore how an AV1 telepresence robot helps school‐aged children and adolescents with cancer to remain socially and academically connected with their school classes during cancer treatment, a virtual reality headset is used.
Abstract: Aim To explore how an AV1 telepresence robot helps school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during cancer treatment. Design Qualitative pilot study. Methods Data were collected through semi-structured interviews with school-aged children and adolescents (N = 3, 12-14 years) diagnosed with cancer, their parents (N = 3), teachers (N = 2), classmates (12-14 years, N = 15, focus group interviews) and healthcare professionals (N = 4). Participant observation was performed in the child or adolescents' homes and in the classrooms during education participation via an AV1 telepresence robot. Results Five themes emerged: expectations, sociality, learning, spatiality and technology. Participants experienced the robots as facilitating social interaction processes with classmates and inclusion in learning activities, reducing their sense of loneliness and lacking behind educationally. Nevertheless, multiple factors determine whether the robot is perceived as exclusive, including the technical functionality of the robot, spatiality in the classroom and mutual expectations of the parties involved.
41 citations
TL;DR: The studies indicate that the robot stimulated social skills in 4/5 of the ASD children, which shows that its concepts are useful to improve socialization and quality of life.
Abstract: Introduction Autism Spectrum Disorder is a set of developmental disorders that imply in poor social skills, lack of interest in activities and interaction with people. Treatments rely on teaching social skills and in such therapies robotics may offer aid. This work is a pilot study, which aims to show the development and usage of a ludic mobile robot for stimulating social skills in ASD children. Methods A mobile robot with a special costume and a monitor to display multimedia contents was designed to interact with ASD children. A mediator controls the robot’s movements in a room prepared for interactive sessions. Sessions are recorded to assess the following social skills: eye gazing, touching the robot and imitating the mediator. The interaction is evaluated using the Goal Attainment Scale and Likert scale. Ten children were evaluated (50% with ASD), using as inclusion criteria children with age 7-8, without use of medication, and without tendency to aggression or stereotyped movements. Results It was observed that the ASD group touched the robot about twice more in average than the control group (CG). They also looked away and imitated the mediator in a quite similar way as the CG, and showed extra social skills (verbal and non-verbal communication). These results are considered an advance in terms of improvement of social skills in ASD children. Conclusions Our studies indicate that the robot stimulated social skills in 4/5 of the ASD children, which shows that its concepts are useful to improve socialization and quality of life.
38 citations
TL;DR: The developed assistive technologies enable children with disabilities to participate in academic activities but full inclusion would require another adult in class and strategies to deal with the additional time required by children to complete the activities.
Abstract: Purpose: This paper describes the development and test of physical and virtual integrated augmentative manipulation and communication assistive technologies (IAMCATs) that enable children with motor and speech impairments to manipulate educational items by controlling a robot with a gripper, while communicating through a speech generating device.Method: Nine children with disabilities, nine regular and nine special education teachers participated in the study. Teachers adapted academic activities so they could also be performed by the children with disabilities using the IAMCAT. An inductive content analysis of the teachers’ interviews before and after the intervention was performed.Results: Teachers considered the IAMCAT to be a useful resource that can be integrated into the regular class dynamics respecting their curricular planning. It had a positive impact on children with disabilities and on the educational community. However, teachers pointed out the difficulties in managing the class, even...
32 citations