Arora Anshu Saxena, Arora Amit, Sivakumar K, McIntyre John R
Department of Management, School of Business and Public Administration, University of the District of Columbia, Washington, DC, United States.
Department of Marketing, College of Business, Lehigh University, Bethlehem, PA, United States.
Front Robot AI. 2024 Apr 24;11:1328467. doi: 10.3389/frobt.2024.1328467. eCollection 2024.
Social-educational robotics, such as NAO humanoid robots with social, anthropomorphic, humanlike features, are tools for learning, education, and addressing developmental disorders (e.g., autism spectrum disorder or ASD) through social and collaborative robotic interactions and interventions. There are significant gaps at the intersection of social robotics and autism research dealing with how robotic technology helps ASD individuals with their social, emotional, and communication needs, and supports teachers who engage with ASD students. This research aims to (a) obtain new scientific knowledge on social-educational robotics by exploring the usage of social robots (especially humanoids) and robotic interventions with ASD students at high schools through an ASD student-teacher co-working with social robot-social robotic interactions triad framework; (b) utilize Business Model Canvas (BMC) methodology for robot design and curriculum development targeted at ASD students; and (c) connect interdisciplinary areas of consumer behavior research, social robotics, and human-robot interaction using customer discovery interviews for bridging the gap between academic research on social robotics on the one hand, and industry development and customers on the other. The customer discovery process in this research results in eight core research propositions delineating the contexts that enable a higher quality learning environment corresponding with ASD students' learning requirements through the use of social robots and preparing them for future learning and workforce environments.
社交教育机器人，比如具有社交、拟人、类人特征的NAO人形机器人，是用于学习、教育以及通过社交和协作式机器人交互与干预来解决发育障碍（如自闭症谱系障碍或ASD）的工具。在社交机器人与自闭症研究的交叉领域，存在重大差距，涉及机器人技术如何满足ASD个体的社交、情感和沟通需求，以及如何支持与ASD学生打交道的教师。本研究旨在：（a）通过在高中阶段让ASD学生与教师在社交机器人 - 社交机器人交互三元组框架下共同协作，探索社交机器人（尤其是人形机器人）的使用以及对ASD学生的机器人干预，从而获取有关社交教育机器人的新科学知识；（b）利用商业模式画布（BMC）方法进行针对ASD学生的机器人设计和课程开发；（c）通过客户发现访谈连接消费者行为研究、社交机器人和人机交互等跨学科领域，以弥合社交机器人学术研究与行业发展及客户之间的差距。本研究中的客户发现过程产生了八个核心研究命题，描绘了通过使用社交机器人为ASD学生创造符合其学习要求的更高质量学习环境，并为他们未来的学习和职场环境做好准备的相关背景。
