Home // AIVR 2025, The Second International Conference on Artificial Intelligence and Immersive Virtual Reality // View article
Authors:
Marie Rychalski
Armand Manukyan
Jérôme Dinet
Keywords: autism; robots; artificial; intelligence; interactions; ergonomics.
Abstract:
In France, approximately 700,000 individuals are affected by Autism Spectrum Disorders (ASD), including 100,000 children. ASD is primarily characterized by challenges in social interaction and communication, as well as restricted and repetitive behaviors. Recent technological advances, particularly in robotics, offer new opportunities to enhance social skills interventions for children with autism. Programs such as Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH) and Early Intensive Behavior Intervention (EIBI) have proven effective in promoting communication, adaptive behaviors, and inclusion in mainstream settings. This ongoing study examines how educational teams perceive and integrate social robots into specialized classrooms for children with ASD. Three robots (NAO, Leka, and Buddy) were introduced in two specialized teaching units, with a focus on teacher and health professional acceptance and perceived utility. Data were collected through focus group discussions, Karasek’s Job Strain Model questionnaire (decision latitude, psychological demands, and social support), the Self-Efficacy Scale (SES), and The Human–Robot Interaction Evaluation Scale (HRIES). The results indicate that higher decision latitude is positively associated with teachers’ sense of self-efficacy. Perceptions of the robots varied significantly: Leka received the highest ratings for sociability and the lowest for disturbance, while NAO and Buddy elicited higher disturbance scores. Focus group discussions revealed several constraints—organizational, communicational, and institutional—that influence the successful adoption of robots. While participants acknowledged the potential of robotic tools to boost motivation and increase student engagement, they also expressed concerns regarding time investment, over-reliance on technology, and reduced human interaction. In conclusion, the findings emphasize the importance of careful planning and the creation of supportive work environments for the integration of social robots. Future research should focus on refining robot design, developing comprehensive staff training, and exploring larger-scale implementations to maximize learning outcomes for children with ASD.
Pages: 25 to 30
Copyright: Copyright (c) IARIA, 2025
Publication date: April 6, 2025
Published in: conference
ISBN: 978-1-68558-266-1
Location: Valencia, Spain
Dates: from April 6, 2025 to April 10, 2025