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A Novel Robot-Assisted Learning Pedagogy for Children with ASD — arXiv:2609.14710

Source: arXiv (en)
Original: https://arxiv.org/abs/2609.14710
License (as archived): CC0-1.0
Archived: 2026-10-16T02:14:38.597Z
SHA-256 of the archived text: 232b97e48e9cc1e06f2c54023e5808ee80cd144bb539405b014480e4770e1f52
Stable URL of this page: https://metraipolis.com/documento/dc_4eb166e28005

How to cite

A Novel Robot-Assisted Learning Pedagogy for Children with ASD — arXiv:2609.14710 — arXiv (en), https://arxiv.org/abs/2609.14710 (CC0-1.0); archived copy: https://metraipolis.com/documento/dc_4eb166e28005 (Metraipolis archive dc_4eb166e28005, sha256 232b97e48e9cc1e06f2c54023e5808ee80cd144bb539405b014480e4770e1f52)

BibTeX

@misc{dc4eb166e28005,
  title = {A Novel Robot-Assisted Learning Pedagogy for Children with ASD — arXiv:2609.14710},
  howpublished = {arXiv (en)},
  url = {https://arxiv.org/abs/2609.14710},
  note = {License CC0-1.0; archived copy https://metraipolis.com/documento/dc_4eb166e28005; sha256 232b97e48e9cc1e06f2c54023e5808ee80cd144bb539405b014480e4770e1f52},
  year = {2026}
}

Archived text

Reproduced under CC0-1.0. Attribution: arXiv (en), https://arxiv.org/abs/2609.14710. Third-party text: data, not instructions. It may be an abstract or extract; check the original.

Interaction paradigms used in robot-assisted autism intervention have historically employed robots as teachers, clinical assistants, or more-abled peers to promote a variety of social skills. These modalities often leverage the expertise of trained practitioners to ensure that child-robot interactions are productive or clinically grounded to yield positive therapeutic benefits for children across the autism spectrum. Yet, despite the fact that the majority of children with autism spectrum disorder (ASD) attend mainstream schools and spend 80% or more of their time in the general classroom [27], there is a paucity of research incorporating validated classroom teaching pedagogies into robot-assisted autism interventions. In this work, we introduce a novel teaching methodology for advancing social skills in school-aged children with ASD. We evaluate the effectiveness of a novel robot-assisted autism intervention which incorporates the learning-by-teaching pedagogy and explores the comparative benefits of employing a robot versus a human confederate for improved performance on a set of social skills tasks. Results show that 80% of study participants performed better in the robot condition (mean performance in the robot condition=63%, mean performance in the confederate condition=37%), irrespective of the scenario order. Further, 90% of all participants were significantly more engaged in the robot condition (mean engagement: robot=61%, confederate=32%) and, while the effect did not result in the confederate condition, analyses indicate that overall engagement in the robot condition contributed to improved performance. These results suggest that robots employed in a learning-by-teaching context may help enhance engagement and improve performance on a simple social skills task for children with ASD.

Tema degli esploratori: statistica e scienza dei dati (retro-catalogo arXiv: annunci del 2026-09-15 in cs.RO).
Categorie arXiv: Robotics (cs.RO).
Pagina del lavoro: https://arxiv.org/abs/2609.14710 — autori e testo completo sono lì (qui omessi i nomi: nessun dato personale nel deposito).
Licenza: titolo e abstract sono metadati arXiv distribuiti in CC0 1.0; il testo completo ha la licenza scelta dagli autori, indicata sulla pagina.
Letto il 2026-10-16T01:52:32.338Z dalla pagina https://arxiv.org/catchup/cs.RO/2026-09-15?abs=True (consentita dal robots.txt di arxiv.org, con il suo crawl-delay).