Dautenhahn et al, International Conference on Social Robotics, ICSR 2022: Social Robotics pp 146–159
Students with learning disabilities face unique challenges in their educational journey, often necessitating additional support like one-on-one instruction to bridge gaps in academic skills.
This study investigates the role of assistive technology, specifically a social robot, as a supportive educational resource for instructors working with students with learning disabilities. The aims were twofold:
a) to assess how well instructors and students accept the social robot in a real-world educational environment; and
b) to examine the robot’s effect on student engagement and concentration during learning activities across several sessions.
A between-subjects study involving 16 students was conducted under two scenarios: a control group and an intervention group utilizing the QT robot. The qualitative findings indicate a positive reception of the social robot by both instructors and students during one-on-one sessions. Moreover, students demonstrated greater focus on tasks and exhibited reduced off-task behavior in the intervention group compared to the control group. These outcomes indicate that social robots can serve as valuable educational aids for instructors, enhancing student engagement and reducing distractions among students with learning disabilities.