通过商业模式画布和客户发现,管理针对自闭症谱系障碍学生的社交教育机器人技术

A. Arora, Amit Arora, K. Sivakumar, John R. McIntyre
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引用次数: 0

摘要

社交教育机器人(如具有社交、拟人和类人特征的NAO仿人机器人)是学习、教育的工具,可通过社交和协作机器人互动和干预措施,解决发育障碍(如自闭症谱系障碍或ASD)问题。在社交机器人和自闭症研究的交叉点上存在着巨大的空白,涉及机器人技术如何帮助自闭症患者满足其社交、情感和沟通需求,以及如何为与自闭症学生接触的教师提供支持。本研究旨在:(a) 通过 ASD 学生-教师与社交机器人-社交机器人互动三要素框架,探索社交机器人(尤其是人形机器人)的使用以及机器人对高中 ASD 学生的干预,从而获得有关社交教育机器人的新科学知识;(b) 利用 "商业模式画布"(Business Model Canvas,BMC)方法进行针对 ASD 学生的机器人设计和课程开发;以及 (c) 利用 "客户发现访谈 "将消费者行为研究、社交机器人和人机交互等跨学科领域联系起来,从而在社交机器人的学术研究与行业发展和客户之间架起一座桥梁。本研究中的客户发现过程产生了八个核心研究命题,这些命题界定了通过使用社交机器人为 ASD 学生提供符合其学习要求的高质量学习环境的背景,并为他们未来的学习和工作环境做好准备。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Managing social-educational robotics for students with autism spectrum disorder through business model canvas and customer discovery
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.
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