Personalizing educational game play with a robot partner
Cham : Springer International Publishing
Advances in Intelligent Systems and Computing ; 457
InMerdan, M.; Lepuschitz, W.; Koppensteiner, G. (ed.), Robotics in education: Research and practices for robotics in STEM education, pp. 259-270
International Conference on Robotics and Education RiE2016 held at April 14-15 2016 in Vienna, Austria
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SW OZ DCC AI
Merdan, M.; Lepuschitz, W.; Koppensteiner, G. (ed.), Robotics in education: Research and practices for robotics in STEM education
SubjectAdvances in Intelligent Systems and Computing; Cognitive artificial intelligence; DI-BCB_DCC_Theme 2: Perception, Action and Control; Radboudumc 7: Neurodevelopmental disorders DCMN: Donders Center for Medical Neuroscience
Personalization of educational and behavioral training to the developmental stage of the individual child is common practice in educational and therapeutic settings. Research on robot-based education training is only just starting to adopt this approach. We present a pilot study on a behavioral intervention design in which Pivotal Response Training (PRT) elements are embedded into a game played by a robot and a child. Seven game levels are designed to cover different levels of communication skills that are targeted by PRT. The levels do not differ with respect to the logical steps in the game that the children should take, only with respect to the social competence that the child has. The behaviors displayed at each stage were observed and analyzed using qualitative and quantitative methods. Our results indicate that the more socially challenging a game is, the happier children are and the more children engage with playing the game, although the game challenge remains the same.
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