Article: Educational robots for children with autism spectrum disorders Journal: International Journal of Entertainment Technology and Management (IJENTTM) 2022 Vol.1 No.4 pp.328 - 338 Abstract: Play is an essential activity for all children and it is linked with the development of many aspects of their social skills. Despite gaining satisfaction, children with ASD face problems when engaging in different types of play. The current review focuses on the use of educational robots that can work as mediators for play activities for children with ASD. More specifically, the enhancement of play skills for school-aged children with ASD through robotics was evaluated through a selection of five eligible studies. The methodology was structured in five steps and followed corresponding methodology criteria. Results indicated that different types of educational robots that were employed in the selected studies were successful in enhancing play skills in general, and more specifically, collaborative play skills in school-aged children with autism, which engaged in interactions with typically developing peers and/or adults. In addition, many aspects of their social skills were improved, such as their joint attention, verbal communication, imitation, and others. Overall, although results were encouraging, there were certain points of attention which needed to be discussed and specific parameters that should be taken into account when designing such interventions, such as the need for customisation and evaluation of children's needs. Inderscience Publishers - linking academia, business and industry through research

Title: Educational robots for children with autism spectrum disorders

Authors: Eleni Gkiolnta; Christine K. Syriopoulou-Delli

Addresses: Department of Educational and Social Policy, University of Macedonia, 54636 Egnatia 156, Thessaloniki, Greece ' Department of Educational and Social Policy, University of Macedonia, 54636 Egnatia 156, Thessaloniki, Greece

Abstract: Play is an essential activity for all children and it is linked with the development of many aspects of their social skills. Despite gaining satisfaction, children with ASD face problems when engaging in different types of play. The current review focuses on the use of educational robots that can work as mediators for play activities for children with ASD. More specifically, the enhancement of play skills for school-aged children with ASD through robotics was evaluated through a selection of five eligible studies. The methodology was structured in five steps and followed corresponding methodology criteria. Results indicated that different types of educational robots that were employed in the selected studies were successful in enhancing play skills in general, and more specifically, collaborative play skills in school-aged children with autism, which engaged in interactions with typically developing peers and/or adults. In addition, many aspects of their social skills were improved, such as their joint attention, verbal communication, imitation, and others. Overall, although results were encouraging, there were certain points of attention which needed to be discussed and specific parameters that should be taken into account when designing such interventions, such as the need for customisation and evaluation of children's needs.

Keywords: autism; play interventions; children; robotics; social skills.

DOI: 10.1504/IJENTTM.2022.129634

International Journal of Entertainment Technology and Management, 2022 Vol.1 No.4, pp.328 - 338

Received: 19 May 2022
Received in revised form: 22 Oct 2022
Accepted: 23 Oct 2022
Published online: 17 Mar 2023 *

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Title: Educational robots for children with autism spectrum disorders

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