Community Based Robot Design for Classrooms with Mixed Visual Abilities Children
Community Based Robot Design for Classrooms with Mixed Visual Abilities Children
复制标题
针对具有混合视觉能力儿童的教室的基于社区的机器人设计
DOI：
10.1145/3411764.3445135
复制
发表时间：
2021
期刊：
影响因子：
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通讯作者：
Ana Paiva
中科院分区：
文献类型：
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作者：
Isabel Neto;Hugo Nicolau;Ana Paiva
视障儿童在课堂协作学习中面临诸多挑战。机器人有潜力通过利用它们的身体、定制的社交行为、传感器和多模态反馈来支持包容性的课堂体验。然而，为混合视觉能力的教室设计社交机器人仍未被探索。本文介绍了一个为期四个月的基于社区的设计过程，我们与一个学校社区进行了接触。我们提供了关于儿童所经历的障碍以及社交机器人如何解决这些障碍的见解。我们还报告了一项与混合视觉能力儿童的参与式设计活动，突出了机器人的预期角色，态度和身体特征。研究结果将社交机器人置于包容性课堂环境中，作为一种整体解决方案，可以在需要时在任何地方进行互动，并提出了超越残疾的更广泛的包容性观点。这些包括孩子的个性特征、技术获取和对学校科目的掌握。最后，我们对基于社区的设计过程进行了反思。
Visually impaired children (VI) face challenges in collaborative learning in classrooms. Robots have the potential to support inclusive classroom experiences by leveraging their physicality, bespoke social behaviors, sensors, and multimodal feedback. However, the design of social robots for mixed-visual abilities classrooms remains mostly unexplored. This paper presents a four-month-long community-based design process where we engaged with a school community. We provide insights into the barriers experienced by children and how social robots can address them. We also report on a participatory design activity with mixed-visual abilities children, highlighting the expected roles, attitudes, and physical characteristics of robots. Findings contextualize social robots within inclusive classroom settings as a holistic solution that can interact anywhere when needed and suggest a broader view of inclusion beyond disability. These include children’s personality traits, technology access, and mastery of school subjects. We finish by providing reflections on the community-based design process.
DOI：
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发表时间：
2019
期刊：
ACM Interactions
影响因子：
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作者：
Oussama Metatla
通讯作者：
Oussama Metatla
与具有混合视觉能力的儿童共同设计包容性多感官故事图
DOI：
10.1145/3311927.3323146
发表时间：
2019
期刊：
--
影响因子：
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作者：
Cullen C
通讯作者：
Cullen C