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<p>Dyslexia is characterized by persistent difficulties in word decoding and spelling, resulting in reading skills below an individual’s intellectual and educational potential. These deficits often contribute to academic underperformance and may also lead to social, emotional, and behavioral challenges. Advances in educational technologies have introduced socially assistive robots as innovative tools for personalized learning in children with special needs. This study presents the design, implementation, and evaluation of Taban 2, a socially interactive educational robot developed to assist children with dyslexia. The robot has six degrees of freedom and a back-projected head with interchangeable facial masks, enabling three social roles: tutor, peer, and novice; designed to enhance engagement and reduce fatigue during instructional sessions. Taban’s control system, based on the Robot Operating System (ROS), integrates voice direction detection, face and subject recognition, speech processing, and scenario management. Educational content on phonological awareness was delivered via a touch display, complemented by physical interactions such as syllable counting in Persian using the hand movements of the robot. Effectiveness was evaluated in two phases. First, user acceptance was compared with a tablet-based storytelling application, showing higher ratings for Taban 2 among both typically developing (TD) children and those with dyslexia. Second, role-based interactions were applied in intervention tasks, with performance outcomes compared between groups. While TD participants outperformed their dyslexic peers, post-session feedback indicated strong acceptance and engagement. These findings suggest that Taban 2 holds significant potential as a supplementary tool for dyslexia intervention, with multimodal interaction and adaptable roles supporting individualized learning environments.</p>

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Design and Acceptance of TABAN2: An Educational Social Robot Supporting Children with Dyslexia

  • 期刊论文

  • 发表日期：

    2026年1月14日

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  • Mojtaba Shahab,
  • Ali F. Meghdari,
  • Alireza Taheri,
  • Minoo Alemi

摘要

Dyslexia is characterized by persistent difficulties in word decoding and spelling, resulting in reading skills below an individual’s intellectual and educational potential. These deficits often contribute to academic underperformance and may also lead to social, emotional, and behavioral challenges. Advances in educational technologies have introduced socially assistive robots as innovative tools for personalized learning in children with special needs. This study presents the design, implementation, and evaluation of Taban 2, a socially interactive educational robot developed to assist children with dyslexia. The robot has six degrees of freedom and a back-projected head with interchangeable facial masks, enabling three social roles: tutor, peer, and novice; designed to enhance engagement and reduce fatigue during instructional sessions. Taban’s control system, based on the Robot Operating System (ROS), integrates voice direction detection, face and subject recognition, speech processing, and scenario management. Educational content on phonological awareness was delivered via a touch display, complemented by physical interactions such as syllable counting in Persian using the hand movements of the robot. Effectiveness was evaluated in two phases. First, user acceptance was compared with a tablet-based storytelling application, showing higher ratings for Taban 2 among both typically developing (TD) children and those with dyslexia. Second, role-based interactions were applied in intervention tasks, with performance outcomes compared between groups. While TD participants outperformed their dyslexic peers, post-session feedback indicated strong acceptance and engagement. These findings suggest that Taban 2 holds significant potential as a supplementary tool for dyslexia intervention, with multimodal interaction and adaptable roles supporting individualized learning environments.