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The potential of robotics for the development and wellbeing of children with disabilities as we see it

BACKGROUND: Rapid technological development has been opening new possibilities for children with disabilities. In particular, robots can enable and create new opportunities in therapy, rehabilitation, education, or leisure. OBJECTIVE: The aim of this article is to share experiences, challenges and learned lessons by the authors, all of them with experience conducting research in the field of robotics for children with disabilities, and to propose future directions for research and development. METHODS: The article is the result of several consensus meetings to establish future research priorities in this field. CONCLUSIONS: This article outlines a research agenda for the future of robotics in childcare and supports the establishment of R4C – Robots for Children, a network of experts aimed at sharing ideas, promoting innovative research, and developing good practices on the use of robots for children with disabilities. RESULTS: Robots have a huge potential to support children with disabilities: they can play the role of a play buddy, of a mediator when interacting with other children or adults, they can promote social interaction, and transfer children from the role of a spectator of the surrounding world to the role of an active participant. To fulfill their potential, robots have to be “smart”, stable and reliable, easy to use and program, and give the just-right amount of support adapted to the needs of the child. Interdisciplinary collaboration combined with user centered design is necessary to make robotic applications successful. Furthermore, real-life contexts to test and implement robotic interventions are essential to refine them according to real needs.

Special Issue "Smart Robotics for Automation"

Human-robot co-creativity: a scoping review

This review is the first step in a long-term research project exploring how social robotics and AI-generated content can contribute to the creative experiences of older adults, with a focus on collaborative drawing and painting. We systematically searched and selected literature on human-robot co-creativity, and analyzed articles to identify methods and strategies for researching co-creative robotics. We found that none of the studies involved older adults, which shows the gap in the literature for this often involved participant group in robotics research. The analyzed literature provides valuable insights into the design of human-robot co-creativity and informs a research agenda to further investigate the topic with older adults. We argue that future research should focus on ecological and developmental perspectives on creativity, on how system behavior can be aligned with the values of older adults, and on the system structures that support this best.

Exploring requirements and opportunities for social robots in primary mathematics education

Social robots have been introduced in different fields such as retail, health care and education. Primary education in the Netherlands (and elsewhere) recently faced new challenges because of the COVID-19 pandemic, lockdowns and quarantines including students falling behind and teachers burdened with high workloads. Together with two Dutch municipalities and nine primary schools we are exploring the long-term use of social robots to study how social robots might support teachers in primary education, with a focus on mathematics education. This paper presents an explorative study to define requirements for a social robot math tutor. Multiple focus groups were held with the two main stakeholders, namely teachers and students. During the focus groups the aim was 1) to understand the current situation of mathematics education in the upper primary school level, 2) to identify the problems that teachers and students encounter in mathematics education, and 3) to identify opportunities for deploying a social robot math tutor in primary education from the perspective of both the teachers and students. The results inform the development of social robots and opportunities for pedagogical methods used in math teaching, child-robot interaction and potential support for teachers in the classroom

Using social robot PLEO to enhance the well-being of hospitalised children

Hospitalisation is stressful for children. Play material is often offered for distraction and comfort. Weexplored how contact with social robot PLEO could positively affect a child’s well-being. To this end, we performed a multiple case study on the paediatric ward of two hospitals. Child life specialists offered PLEO as a therapeutic activity to children in a personalised way for a well-being related purpose in three to five play like activity sessions during hospital visits/stay. Robot–child interaction was observed; care professionals, children and parents were interviewed. Applying direct content analysis revealed six categories of interest: interaction with PLEO, role of the adults, preferences for PLEO, PLEO as buddy, attainment of predetermined goal(s) and deployment of PLEO. Four girls and five boys, aged 4–13, had PLEO offered as a relief from stress or boredom or for physical stimulation. All but one started interacting with PLEO and showed behaviours like hugging, caring or technical exploration, promoting relaxation, activation and/or making contact. Interaction with PLEO contributed to achieving the well-being related purpose for six of them. PLEO was perceived as attractive to elicit play. Although data are limited, promising results emerge that the well-being of hospitalised children might be fostered by a personalised PLEO offer.

Mitigating Children’s Pain and Anxiety during Blood Draw Using Social Robots

Young pediatric patients who undergo venipuncture or capillary blood sampling often experience high levels of pain and anxiety. This often results in distressed young patients and their parents, increased treatment times, and a higher workload for healthcare professionals. Social robots are a new and promising tool to mitigate children’s pain and anxiety. This study aims to purposefully design and test a social robot for mitigating stress and anxiety during blood draw of children. We first programmed a social robot based on the requirements expressed by experienced healthcare professionals during focus group sessions. Next, we designed a randomized controlled experiment in which the social robot was applied as a distraction method to measure its capacity to mitigate pain and anxiety in children during blood draw in a children’s hospital setting. Children who interacted with the robot showed significantly lower levels of anxiety before actual blood collection, compared to children who received regular medical treatment. Children in the middle classes of primary school (aged 6–9) seemed especially sensitive to the robot’s ability to mitigate pain and anxiety before blood draw. Children’s parents overall expressed strong positive attitudes toward the use and effectiveness of the social robot for mitigating pain and anxiety. The results of this study demonstrate that social robots can be considered a new and effective tool for lowering children’s anxiety prior to the distressing medical procedure of blood collection.