Analyzing the Potential of Using Social Robots in Autism Classroom Settings

¹ School of Computer and Information Technology,Northeast Petroleum University, Daqing, Heilongjiang, China
² Computer Science and Engineering, Changshu Institute of Technology, Changshu, Jiangsu, China

^a e-mail: 807370382@qq.com
^b e-mail: fenghuanghao@cslg.edu.cn
^c* Corresponding author: shrgong@clsg.edu.cn

Abstract

In recent years, social robots have rapidly advanced alongside the progress of artificial intelligence. Countries around the world have been enacting strategic initiatives that combine robotics and artificial intelligence, leading to an increasing exploration of the application of AI technology in the field of education. In the context of autism intervention, social robots have shown promising results in intervention programs and behavior therapy for children with autism. However, there is a lack of research specifically focusing on the use of social robots in autism classroom settings. Therefore, we have synthesized existing studies and proposed the integration of social robots into autism classrooms. Through the collaboration between robots and teachers, as well as the interaction between robots and students, we aim to enhance the attention of children with autism in the classroom and explore new impacts on their classroom performance, knowledge acquisition, and generalization of after-class skills.