LOLY 1.0: A Proposed Human-Robot-Game Platform Architecture for the Engagement of Children with Autism in the Learning Process

Existing studies indicate the use of the Socially Assistive Robotic (SAR) system has enormous potential to advance therapeutic interventions in the learning process of children with Autistic Spectrum Disorder (ASD). Interactive technology, including the use of educational video games, can motivate ASD children to engage by adopting the technology as part of their communications tools. The complexity in the integration of various components of SAR linked to educational/serious games hinder the modularity and scalability of these robotic systems. This work proposes the design of an architecture for a SAR platform through the integration and reproduction of robot prototype, “Loly 1.0”. Loly 1.0 has mechanical movements, audio, and gestures connected to educational games in real-time. This will support the learning process of ASD children. The robotic platform architecture design is comprised of three main parts: robot, educational game, and cloud services. A proof of concept of the SAR prototype was per-formed with non-ASD and ASD children. Evaluation and analysis of “synchronized operational precision between robot and video game” and “degrees of attention and usability” will be conducted. The lessons learned during the testing process will help to improve the architectural designs of hardware/software integration and connectivity. The results of reproducing a SAR prototype will be to attract the attention of an ASD child through the use a video game to engage the process of “learn by playing”. This will contribute to the design of engaging and personalized Human-Robot-Interaction (HRI) and Human-Computer-Interaction (HCI) technology beneficial for inclusive education.

现有研究表明，社交辅助机器人（SAR）系统的应用具有极大的潜力，能够在自闭症谱系障碍（ASD）儿童的学习过程中推进治疗干预措施。交互式技术的运用，包括教育视频游戏的使用，能够激励ASD儿童通过将技术作为其沟通工具的一部分来积极参与。社交辅助机器人（SAR）系统中教育/严肃游戏各组件的集成复杂性，阻碍了这些机器人系统的模块化和可扩展性。本研究提出了通过集成和复现机器人原型“Loly 1.0”来设计一个SAR平台架构的方案。Loly 1.0具备机械运动、音频和与教育游戏实时连接的手势，这将支持ASD儿童的学习过程。机器人平台架构设计由三个主要部分组成：机器人、教育游戏和云服务。通过非ASD和ASD儿童进行了SAR原型概念的验证。将进行“机器人与视频游戏同步操作精度”和“注意力程度与易用性”的评价和分析。测试过程中获得的经验教训将有助于改善硬件/软件集成和连接的架构设计。复现SAR原型的结果将是通过使用视频游戏吸引ASD儿童的关注，从而参与“通过游戏学习”的过程。这将有助于设计具有吸引力和个性化的自然人机交互（HRI）和人与计算机交互（HCI）技术，有益于融合教育。