RoboCA3T: A Robot-Inspired Computer-Assisted adaptive autism therapy for improving joint attention and imitation skills through learning and computing innovations

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computer Assisted Learning Pub Date : 2024-05-15 DOI:10.1111/jcal.12990

Zunera Zahid, Sara Ali, Shehriyar Shariq, Yasar Ayaz, Noman Naseer, Irum Yaseen

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Abstract

Background

This study presents a Robot-Inspired Computer-Assisted Adaptive Autism Therapy (RoboCA³T) focusing on improving joint attention and imitation skills of children with autism spectrum disorder (ASD). By harnessing the inherent affinity of children with ASD for robots and technology, RoboCA³T offers a therapeutic environment designed to maximise engagement and facilitate effective skill development. It harnesses the advantages of Robot-Assisted Therapies (RATs) by employing robot avatars and integrating them with Computer-Assisted Therapies (CATs) within a web-based solution. The integration of automatic gaze and pose detection algorithms within RoboCA³T addresses the challenge posed by potential human error and observation bias in assessing the child's progress, thereby ensuring accurate results. This research responds to the need for more effective, technology driven therapies for autism, filling gaps in existing methods.

Objectives

The primary goal of this research is to create a robot inspired computer assisted adaptive autism therapy that maximises engagement and enhances joint attention and imitation skills.

Methods

The study involves 11 ASD children with 30 sessions (divided into two halves) per module over eight months, comprising 660 experimental trials, 110 familiarizations, and 110 follow-up sessions. The joint attention module evaluates the subject's gaze pattern using WebGazer for gaze detection in response to four least-to-most robot-generated cues. The imitation module utilises robot-generated pose for comparing subjects' imitated actions using Tensorflow Lite for pose estimation.

Results and Conclusions

The effectiveness of therapy was substantiated by comparing Childhood Autism Rating Scale (CARS) scores before and after intervention. Significant improvements were noted between the first and second therapy halves, validated by Wilcoxon signed-rank tests (p < 0.01) and spearman's correlation analysis, reinforcing the observed improvements in joint attention and imitation skills.

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RoboCA3T：受机器人启发的计算机辅助自闭症适应疗法，通过学习和计算创新提高联合注意力和模仿能力

本研究介绍了一种受机器人启发的计算机辅助自闭症适应疗法（RoboCA3T），其重点是提高自闭症谱系障碍（ASD）儿童的联合注意力和模仿能力。RoboCA3T 利用自闭症谱系障碍儿童对机器人和技术与生俱来的亲和力，提供了一个旨在最大限度提高参与度和促进有效技能发展的治疗环境。它利用机器人辅助疗法（RAT）的优势，采用机器人化身，并将其与计算机辅助疗法（CAT）整合在一个基于网络的解决方案中。RoboCA3T 集成了自动凝视和姿势检测算法，解决了在评估儿童进展时可能出现的人为错误和观察偏差所带来的挑战，从而确保了结果的准确性。本研究的主要目标是创建一种受机器人启发的计算机辅助自适应自闭症疗法，最大限度地提高参与度，并增强联合注意力和模仿能力。本研究涉及 11 名自闭症儿童，在八个月的时间里，每个模块进行 30 次治疗（分为两半），包括 660 次实验、110 次熟悉和 110 次跟踪治疗。联合注意模块使用 WebGazer 对受试者的注视模式进行评估，以检测受试者对机器人生成的四个从少到多的提示的反应。模仿模块使用 Tensorflow Lite 估算姿势，利用机器人生成的姿势比较受试者的模仿动作。通过比较干预前后的儿童自闭症评分量表（CARS）得分，证实了治疗的有效性。通过Wilcoxon符号秩检验（p < 0.01）和spearman相关性分析验证，第一和第二疗程之间有明显改善，加强了联合注意力和模仿能力的改善。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope