Educational Robots, Emotion Recognition and ASD: New Horizon in Special Education

Abstract

Technology has always represented the key to human progress. It is believed that the use of supportive technological mediators can facilitate teaching/learning processes and enable everyone to learn how to critically manage technology without being its slave or passive user while contributing to the collective well-being. Educational robotics is a new frontier for learning that can offer numerous benefits to students. The use of robots can offer the possibility of creating inclusive educational settings in which all students, regardless of their abilities or disabilities, can participate meaningfully. The article proposes an analysis of the evidence obtained from a systematic literature review with reference to general educational robotics and social robotics for emotion recognition. Finally, as a practical implementation of an educational robotic intervention on emotion recognition, the “Emorobot Project” as part of the EU-funded “Ecosystem of Innovation—Technopole of Rome” Project in NextGenerationEU will be presented. The project’s aim is to foster the development of social skills in children with autism spectrum disorders through the creation of an open-source social robot that can recognize emotions. The project is intended to provide teachers with a supportive tool that allows them to design individual activities and later extend the activity to classmates. An educational robot can be used as a social mediator, a playmate during the learning phase that can help students develop social skills, build peer connection, reduce social isolation—one of the main difficulties of this disorder—and foster motivation and the acquisition of interpersonal skills through interaction and imitation. This can help ensure that all students have access to quality education and that no one is left behind.

Keywords

• education
• human-centered robotics
• educational robots
• social robots
• ASD
• emotion recognition