Robots for inclusive classrooms: a scoping review
Robot-based activities have been proven to be a valuable tool for children with learning and developmental disabilities. However, their feasibility in general educational environments needs further exploration. This scoping review provides a critical examination of robot-based learning experiences i...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/396530 |
| Acceso en línea: | https://hdl.handle.net/2117/396530 https://dx.doi.org/10.1007/s10209-023-01065-z |
| Access Level: | acceso abierto |
| Palabra clave: | Human-robot interaction Inclusive education Educational robots Children with disabilities Robot-based activities Child–robot interaction Interacció home-ordinador Àrees temàtiques de la UPC::Informàtica::Robòtica |
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Robots for inclusive classrooms: a scoping reviewDíaz Boladeras, Marta|||0000-0001-8215-0499Claver i Díaz, AdaGarcía Sánchez, MartaHuman-robot interactionInclusive educationEducational robotsChildren with disabilitiesRobot-based activitiesChild–robot interactionInteracció home-ordinadorÀrees temàtiques de la UPC::Informàtica::RobòticaRobot-based activities have been proven to be a valuable tool for children with learning and developmental disabilities. However, their feasibility in general educational environments needs further exploration. This scoping review provides a critical examination of robot-based learning experiences involving children with disabilities, implemented either in mainstream schools or in specialized centers in order to gain insight into their potential to support inclusion. For this purpose, a search was conducted in the multidisciplinary Scopus and WoS databases, completed with Dialnet database. Based on PRISMA guidelines for literature reviews, we limited the systematic analysis to 33 papers published after 2009 that contain information on the instructional design and details of how the activities were implemented. On the other hand, studies reporting interventions with robots for clinical purposes were excluded as well as papers focused exclusively on technical developments. Content analysis shows that most experiences lead to improvements in terms of educational goals and/or stakeholders’ satisfaction. However, the analysis also reported issues that may hinder the adoption of these practices in general classrooms and integrated education services. The reported difficulties include the lack of stability and autonomy of the robots used, the need for aids and adaptations to enable children with sensory and physical impairments to interact easily with the robots, and the requirement of technical support with system’s setup, implementation and maintenance. We conclude that robots and robotics are a powerful tool to address the needs of diverse learners who are included in mainstream classrooms. This review aims at presenting evidences of good practices and recommendations for successful implementation.Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. The authors did not receive support from any organization for the submitted work.Peer ReviewedSpringer20252025-03-0120232023-11-16journal articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/2117/396530https://dx.doi.org/10.1007/s10209-023-01065-zreponame:UPCommons. Portal del coneixement obert de la UPCinstname:Universitat Politècnica de Catalunya (UPC)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:upcommons.upc.edu:2117/3965302026-05-27T15:37:01Z |
| dc.title.none.fl_str_mv |
Robots for inclusive classrooms: a scoping review |
| title |
Robots for inclusive classrooms: a scoping review |
| spellingShingle |
Robots for inclusive classrooms: a scoping review Díaz Boladeras, Marta|||0000-0001-8215-0499 Human-robot interaction Inclusive education Educational robots Children with disabilities Robot-based activities Child–robot interaction Interacció home-ordinador Àrees temàtiques de la UPC::Informàtica::Robòtica |
| title_short |
Robots for inclusive classrooms: a scoping review |
| title_full |
Robots for inclusive classrooms: a scoping review |
| title_fullStr |
Robots for inclusive classrooms: a scoping review |
| title_full_unstemmed |
Robots for inclusive classrooms: a scoping review |
| title_sort |
Robots for inclusive classrooms: a scoping review |
| dc.creator.none.fl_str_mv |
Díaz Boladeras, Marta|||0000-0001-8215-0499 Claver i Díaz, Ada García Sánchez, Marta |
| author |
Díaz Boladeras, Marta|||0000-0001-8215-0499 |
| author_facet |
Díaz Boladeras, Marta|||0000-0001-8215-0499 Claver i Díaz, Ada García Sánchez, Marta |
| author_role |
author |
| author2 |
Claver i Díaz, Ada García Sánchez, Marta |
| author2_role |
author author |
| dc.subject.none.fl_str_mv |
Human-robot interaction Inclusive education Educational robots Children with disabilities Robot-based activities Child–robot interaction Interacció home-ordinador Àrees temàtiques de la UPC::Informàtica::Robòtica |
| topic |
Human-robot interaction Inclusive education Educational robots Children with disabilities Robot-based activities Child–robot interaction Interacció home-ordinador Àrees temàtiques de la UPC::Informàtica::Robòtica |
| description |
Robot-based activities have been proven to be a valuable tool for children with learning and developmental disabilities. However, their feasibility in general educational environments needs further exploration. This scoping review provides a critical examination of robot-based learning experiences involving children with disabilities, implemented either in mainstream schools or in specialized centers in order to gain insight into their potential to support inclusion. For this purpose, a search was conducted in the multidisciplinary Scopus and WoS databases, completed with Dialnet database. Based on PRISMA guidelines for literature reviews, we limited the systematic analysis to 33 papers published after 2009 that contain information on the instructional design and details of how the activities were implemented. On the other hand, studies reporting interventions with robots for clinical purposes were excluded as well as papers focused exclusively on technical developments. Content analysis shows that most experiences lead to improvements in terms of educational goals and/or stakeholders’ satisfaction. However, the analysis also reported issues that may hinder the adoption of these practices in general classrooms and integrated education services. The reported difficulties include the lack of stability and autonomy of the robots used, the need for aids and adaptations to enable children with sensory and physical impairments to interact easily with the robots, and the requirement of technical support with system’s setup, implementation and maintenance. We conclude that robots and robotics are a powerful tool to address the needs of diverse learners who are included in mainstream classrooms. This review aims at presenting evidences of good practices and recommendations for successful implementation. |
| publishDate |
2023 |
| dc.date.none.fl_str_mv |
2023 2023-11-16 2025 2025-03-01 |
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journal article http://purl.org/coar/resource_type/c_6501 VoR http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| dc.type.openaire.fl_str_mv |
info:eu-repo/semantics/article |
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article |
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https://hdl.handle.net/2117/396530 https://dx.doi.org/10.1007/s10209-023-01065-z |
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https://hdl.handle.net/2117/396530 https://dx.doi.org/10.1007/s10209-023-01065-z |
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Inglés eng |
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Inglés |
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eng |
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open access http://purl.org/coar/access_right/c_abf2 Attribution 4.0 International http://creativecommons.org/licenses/by/4.0/ |
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info:eu-repo/semantics/openAccess |
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open access http://purl.org/coar/access_right/c_abf2 Attribution 4.0 International http://creativecommons.org/licenses/by/4.0/ |
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openAccess |
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application/pdf |
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Springer |
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Springer |
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reponame:UPCommons. Portal del coneixement obert de la UPC instname:Universitat Politècnica de Catalunya (UPC) |
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Universitat Politècnica de Catalunya (UPC) |
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