The Participation of Students with Autism in Educational Robotics: A Scoping Review

Andromachi Nanou, D. Karampatzakis
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Abstract

Educational robotics (ER) is a growing interdisciplinary field that is attracting increasing attention in inclusive or special education settings. It provides a suitable educational environment for the participation of students with autism, through which they can utilize their main strengths and interests. Strengths-based vs. deficits-based approaches recognize the strengths and interests of autistic children as the starting point for their inclusion in school and the community. The scoping review was developed as the best knowledge-synthesis method for summarizing the pertinent research on the participation of students with autism in educational robotics for their successful inclusion. Forty-five studies were included and analyzed to address the main objectives, the mapping of contextual dimensions, and the specific characteristics of the educational robotic activities where the participation of students with autism occurred. The data were extracted into a charting framework, and a narrative analysis was adopted for the knowledge synthesis. According to the results, the research on the participation of children with autism is limited and has focused primarily on educational robotic activities, failing to adequately explore other dimensions that affect the successful participation and inclusion of students with autism in educational robotics.
自闭症学生参与教育机器人:范围审查
教育机器人(ER)是一个新兴的跨学科领域,在全纳或特殊教育环境中受到越来越多的关注。它为自闭症学生的参与提供了一个合适的教育环境,使他们能够发挥自己的主要优势和兴趣。基于优势vs基于缺陷的方法认识到自闭症儿童的优势和兴趣是他们融入学校和社区的起点。范围综述是总结自闭症学生参与教育机器人相关研究的最佳知识综合方法,有助于自闭症学生成功融入教育机器人。45项研究被纳入和分析,以解决主要目标,情境维度的映射,以及自闭症学生参与的教育机器人活动的具体特征。将数据提取到图表框架中,并采用叙事分析方法进行知识综合。根据研究结果,自闭症儿童参与的研究是有限的,并且主要集中在教育机器人活动上,未能充分探索影响自闭症学生成功参与和融入教育机器人的其他维度。
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