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Motion sensing devices, humanoid and non-humanoid robots for enhancing motor and social skills of children with developmental problems
Summary
Play Experience by Assistive Technology for play
Devices, services & contexts for play with children with disabilities
Name of Play Experience by AT
Motion sensing devices, humanoid and non-humanoid robots for enhancing motor and social skills of children with developmental problems
Type of project
Intervention
Finished research project
Ongoing research project
Summary
(~150 words: target group, aims, kind of activities, Play Experience by AT (devices, services and contexts) used, play experiences and results)
The aim of the project is, via introducing of computerized technologies for recognition of movements of different body parts, to adapt certain computer games to the requirements of children with motor and social problems. For example, to use a gesture interface by children with minimal physical skills and - in a more general scope – to improve the social skills of the children as a result of sharing of the game space. The attractiveness of such games, in which the movement of parts of the body is the interface to the game, and game availability in the educational as well as home environment will motivate and engage the physical activity of the hyperactive children and also those with passive style of life. Our strategy for sustainable project development is cooperation during the entire period in a team work of all involved experts: researchers, speech therapists, psychologists, social workers and special educators. The expected results of the Project are innovative, effective and adaptive methodologies for physical and social rehabilitation of children with developmental problems or disabilities by enjoyable play in a school or family environment. In the proposed methodologies the child and/or the therapist are aided by assistive computerized and robotic technologies at low cost. EEA Grants N D03-90/27.05.2015 Project Coordinator: Institute of System Engineering and Robotics, Bulgarian Academy of Sciences Partners: 1. University of Stavanger (UiS), Norway 2. The South-West University (SWU), in the city of Blagoevgrad, Bulgaria 3. Day care center for Children in the city of Bansko, Bulgaria 4. Day care center for Children in the city of Gotse Deltchev, Bulgaria
Play Experience by Assistive technology
Low-tech, high-tech products, services and contexts for play
Description, intended use(s), intended target group(s), manufacturer/developer, reference
This is an ongoing project. The intended use: We are in a process of testing supportive motion-based digital games focusing on the hands balance and coordination by collecting or moving objects on the screen by gestures to achieve an enjoyable playful goal. Expected result - enhancing children coarse and fine motor skills. We are in a process of designing interactive games with Humanoid NAO robot and non-Humanoid walking robots as assistants to special educators for social communication by imitation in an entertaining learning environment via sensors for tracking and recognition of gestures and reactions Another specific test is for improving the speech and language skills of children with disabilities by performing fine motor skills to manipulate objects on the screen by body movements. The intended target groups: children with cerebral palsy (CP) or hemispatial neglect children with speech impairments children with ASD children with moderate Mental/intellectual impairments
Picture
Download
Context
The context of use
(home, school, rehab center or other environments)
Day care centers for Children with special needs School Home
Type of Play
Type of play in this play system
LUDI Classification of types of play
Cognitive Dimension
Practice
Symbolic
Constructive
Rule play (including videogames)
Social Dimension
Solitary
Parallel
Associative
Cooperative
Objectives
Objectives related to play according to ICF-CY
International Classification of Functioning, Disability and Health - Children & Youth Version (ICF-CY)
Play for the sake of play
Major life areas - d880 engagement in play
d8800 solitary play
d8801 onlooker play
d8802 parallel play
d8803 shared cooperative play
d8808 engagement in play, other specified
d8809 engagement in play, unspecified
Community social and civic life - d920 recreation and leisure time
d9200 play
Play-like activities
Therapeutic and educational objectives
b1 Mental functions
b2 Sensory functions and pain
b3 Voice and speech functions
b4 Functions of cardiovascular, hematological, immunological and respiratory systems
b5 Functions of digestive, metabolic and endocrine systems
b7 Neuromusculoskeletal and movement related functions
d1 Learning and applying knowledge (learning through symbolic play, learning through pretend play)
d2 General tasks and demands
d3 Communication
d4 Mobility
d7 Interpersonal interactions and relationships
Participant
Participant(s)
Number
1-5
5-10
10-20
>20
Chronological Age
0-3 years
3-6 years
6-12 years
12-18 years
Development Age
0-3 years
3-6 years
6-12 years
12-18 years
LUDI Categories of disabilities
Mental/intellectual impairments:
mild
moderate
severe
profound
Hearing impairments
Partially hearing impaired
Deaf
Visual impairments
Partially sighted
Blind
Communication disorders (speech and language disorders)
Physical impairments
Mild
Moderate
Severe
Autism Spectrum Disorders
Multiple disabilities
Explanation
Explanation on the use of low-tech, high-tech devices, services or contexts
Explanation
No instruction, self-discovery of the participant/subject
Verbal instruction, language and communication fitting to chronological age
Verbal instruction, language and communication is adapted
Visual and/or verbal instruction with AAC (Aumentative and Alternative Communication)
Visual instruction with written language
Visual instruction with pictures or drawings
Modeling by therapist/researcher
Hand over hand: therapist/researcher leads the actions of the participant
Prompting: therapist/researcher touches the participant as a key for further actions
Guided discovery: therapist/researcher coaches the participant so s/he discovers how to use the assistive technology
Modeling by peer
Visual instruction by peer
Verbal instruction by peer
Involvement
Adult: therapist/educator/researcher
Parent or significant others
Peer with disabilities
Peer without disabilities
Role
Non-participatory observer
Participatory observer
Providing instruction
After the instruction, providing supervision during play
Video
Download
Evaluation
Evaluation of objectives and outcome measures
Description of outcome measure(s)
Observation by professional/researcher providing the play experience
Observation by other professional/researcher
Video analysis
Feedback from client/parents/professionals
(validated and reliable) outcome measures like tests, self-reports of client/system, questionnaires
Information about availability of outcome measure: publisher, website, contact person
Towards a New Measure of Playfulness: The Capacity to Fully and Freely Engage in Play http://ecommons.luc.edu/luc_diss/232/
Achievements
Summary of achieved effects
The play stimulates social interactions and personal satisfaction of children. The joy these children feel during the play several times unlocked unexpected potential in these children. For instance, a child with hearing problem asked questions, child without communication skills started asking for singing another song with humanoid robot NAO, A child with moderate motor impairments started walking towards the robot NAO.
References
References to the intervention or research project
Contact Person
Assoc. Prof. Anna Lekova, Project Coordinator (+359 ) 887 435648 E-mail: alekova@ifi.uio.no
Website
http://iser.bas.bg/metemss/
Publication
1. Anna Lekova, Vaska Stancheva Aleksandar Krastev, Maya Dimitrova and Hiroaki Wagatsuma (2015, October). Redesign of Computer Games towards Serious Motion-Sensing Games for Children with Limited Physical Skills: A Developer Perspective, 7th ICT Innovations Conference, Ohrid, October 2015, http://ictinnovations.org/about-conference/conference-programme-2015/detailed-conference-programme-2015#ai 2. Botsova, R., Lekova, A., & Chavdarov, I. (2015, June). Imitation learning of robots by integrating Microsoft kinect and PID controller with a sensor for angular displacement in a robot joint. In Proceedings of the 16th International Conference on Computer Systems and Technologies (pp. 268-275). ACM. 3. Dimitrova, M. (2016). Towards Design of High-Level Synthetic Sensors for Socially-Competent Computing Systems. In M. Raisinghani, (Ed.) Revolutionizing Education through Web-Based Instruction, 20-34. 4. Dimitrova, M., Lekova, A., Chavdarov, I., Kostova, S., Krastev, A., Chavdar Roumenin, C., Stancheva, V., Andreeva, A., G. Kaburlasos, V.G., Pachidis, T. (2016, April) A Multidisciplinary Framework for Blending Robotics in Education of Children with Special Learning Needs. http://conference.iabl.org/schedule/ - Kavala Greece 2016 (in print) 5. Kaburlasos, V.G., Pachidis, T., Papakostas, G.A., Dimitrova, M., Kostova, S., Chavdarov, I. (2016, April) Transformations from a Symbol Language to a Sign Language by a Humanoid Robot for Blended Learning: Preliminary Application Results. http://conference.iabl.org/schedule/ - - Kavala Greece 2016 (in print)
Keywords
Keywords
Example: Robots, Virtual Games, Mobile Phone, Public Playground, Adapted Toys
Motion-sensing games, Serious games, Blending Robotics in Education, Rehabgaming, Kinect-enabled applications, Flow model, Success factors in design, Gesture imitation, Humanoid robots, Walking robots.
Play Systems with similar keywords
Socially Interactive Robot Sign Language Tutors
The Effect of Embodiment in Sign Language Tutoring with Assistive Humanoid Robots
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