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<p>The integration of Robotic Pedagogy into the education of students diagnosed with Autism Spectrum Disorder (ASD) has experienced a notable rise over the past decade to develop non-verbal communication skills. Consequently, the primary aim of this research has been to apply the Bee-Bot robot to develop non-verbal communication skills of students with ASD, framed within a social-constructivist and inclusive education approach. A quantitative research study employing a quasi-experimental methodology with a pre-test-post-test design was conducted. The participant sample consisted of 22 children with ASD. Half of these constituted the experimental group, engaging in activities facilitated by the Bee-Bot robot, while the remaining half formed the control group, participating in activities not involving robotics. For data collection, an ad hoc assessment instrument was employed, comprising 44 items distributed across three dimensions: (1) the association between verbal and non-verbal communicative acts, (2) eye contact, and (3) the bodily expression of emotions. Each participant completed ten individual activities. The implementation of the activities, each lasting 40&#xa0;min, were conducted over a two-week period. The activities were manipulative in nature, highly structured, and supported by visual aids (pictograms), with the aim of facilitating instruction based on the principle of errorless learning. The results, particularly concerning the dimension of non-verbal communication skills indicated significant differences (<i>p</i> &lt; 0.05) in the post-tests regarding eye contact skills and expression of emotions through body language. Conversely, regarding the intra-group results of the control group, significant differences were observed in only one item related to the integration of verbal and non-verbal communicative behaviours. In contrast, the intervention group, involving the use of robotics, exhibited significant enhancements in 91.67% of the evaluated areas. In conclusion, the Bee-Bot robot exhibits promising potential in augmenting non-verbal communication skills among students diagnosed with ASD, offering valuable implications for technology-mediated inclusive educational practices. Nevertheless, these findings should be interpreted with caution due to limitations such as the small sample size and the short intervention duration.</p>

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Impact of the application of the Bee-Bot robot on the non-verbal communication skills of students with autism spectrum disorder

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月28日

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  • Elena Pérez-Vázquez,
  • Alba Gilabert-Cerdá

摘要

The integration of Robotic Pedagogy into the education of students diagnosed with Autism Spectrum Disorder (ASD) has experienced a notable rise over the past decade to develop non-verbal communication skills. Consequently, the primary aim of this research has been to apply the Bee-Bot robot to develop non-verbal communication skills of students with ASD, framed within a social-constructivist and inclusive education approach. A quantitative research study employing a quasi-experimental methodology with a pre-test-post-test design was conducted. The participant sample consisted of 22 children with ASD. Half of these constituted the experimental group, engaging in activities facilitated by the Bee-Bot robot, while the remaining half formed the control group, participating in activities not involving robotics. For data collection, an ad hoc assessment instrument was employed, comprising 44 items distributed across three dimensions: (1) the association between verbal and non-verbal communicative acts, (2) eye contact, and (3) the bodily expression of emotions. Each participant completed ten individual activities. The implementation of the activities, each lasting 40 min, were conducted over a two-week period. The activities were manipulative in nature, highly structured, and supported by visual aids (pictograms), with the aim of facilitating instruction based on the principle of errorless learning. The results, particularly concerning the dimension of non-verbal communication skills indicated significant differences (p < 0.05) in the post-tests regarding eye contact skills and expression of emotions through body language. Conversely, regarding the intra-group results of the control group, significant differences were observed in only one item related to the integration of verbal and non-verbal communicative behaviours. In contrast, the intervention group, involving the use of robotics, exhibited significant enhancements in 91.67% of the evaluated areas. In conclusion, the Bee-Bot robot exhibits promising potential in augmenting non-verbal communication skills among students diagnosed with ASD, offering valuable implications for technology-mediated inclusive educational practices. Nevertheless, these findings should be interpreted with caution due to limitations such as the small sample size and the short intervention duration.