| Title: |
AI-Powered Plush Robots for Children with ASD in Education, Rehabilitation: Expert Evaluation |
| Language: |
English |
| Authors: |
Dina Bethere; Inese Tigere; Anete Hofmane; Airisa Šteinberga; Undine Gavrilenko; Santa Melke; Aleksandrs Okss; Aleksejs Kataševs; Aleksandrs Vališevskis |
| Source: |
IAFOR Journal of Education. 2025 13(2):61-86. |
| Availability: |
International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org |
| Peer Reviewed: |
Y |
| Page Count: |
26 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Robotics; Autism Spectrum Disorders; Children; Assistive Technology; Program Effectiveness; Technology Uses in Education; Students with Disabilities; Animals; Toys; Feedback (Response); Foreign Countries |
| Geographic Terms: |
Latvia |
| ISSN: |
2187-0594 |
| Abstract: |
The study investigates the potential of AI-powered plush robots to serve as assistive technologies for children with Autistic Spectrum Disorder (ASD) within educational and rehabilitation settings. It employed a qualitative research approach, utilizing semi-structured interviews with 13 experts from related fields to gather insights into the features and functions of the robots. Data analysis employed thematic analysis coupled with expert triangulation to ensure scientific rigor. Results from the experts' evaluations highlight critical aspects of AI-powered plush robots deemed suitable for the various needs of children with ASD, including appropriate visual elements, functions, and psychosocial benefits. Experts also identified some limitations due to individual differences and needs, which underscore the potential of customizable features such as eye illumination and controllable volume. The findings also emphasize the importance of specialist-guided interventions with assistive technologies. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1482545 |
| Database: |
ERIC |