A Systematic Review on Robot-Assisted Special Education from the Activity Theory Perspective

Autor/inn/en	Tlili, Ahmed; Lin, Vivien; Chen, Nian-Shing; Huang, Ronghuai; Kinshuk
Titel	A Systematic Review on Robot-Assisted Special Education from the Activity Theory Perspective
Quelle	In: Educational Technology & Society, 23 (2020) 3, S.95-109 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Special Education; Robotics; Teaching Methods; Students with Disabilities; Technology Uses in Education; Parent Participation; Special Education Teachers; Barriers; Program Design; Program Implementation; Program Effectiveness; Social Theories; Elementary Secondary Education; Skill Development; Student Evaluation; Student Role; Teacher Role + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Robotertechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elternmitwirkung; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Programme design; Programmaufbau; Programmplanung; Gesellschaftstheorie; Kompetenzentwicklung; Qualifikationsentwicklung; Schulnote; Studentische Bewertung; Lehrerrolle
Abstract	The design, implementation, and outcome of educational robots in special education have not been sufficiently examined in a systematic way. In particular, learner-based and contextual factors, as well as the essential roles played by various stakeholders have not been addressed when robots are used as a learning tool in special education. Therefore, a systematic review using Activity Theory was conducted to analyze 30 studies in robot-assisted special education. Content analysis of the studies reported relevant information with respect to each activity component -- (a) "subject (learners with disabilities), (b) "technology" (robots supported by instructional design), (c) "object" (target skills or behaviors), (d) "rules" (implementation procedure and performance measures), (e) "community" (learners with disabilities, special education professionals, and parents), (f) "division of labor" (among learners, professionals and parents), and (g) "outcome" (performance of target skills or behaviors). Furthermore, the study identified existing gaps from the robot-assisted special education studies (e.g., lack of parental engagement), challenges (e.g., difficulty with standardizing performance measures due to heterogeneity of learner profiles), and contradictions (e.g., opposing views among experts on the role of robots in social interactions). Finally, recommendations were made under each activity component. The study concluded that both general and domain-specific guidelines should be created for each disability category proposed in this review to assist practitioners who wish to use robots to assist special education. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01