Educational Robotics in Down Syndrome: A Feasibility Study
Educational robotics (ER) uses robotic kits as a channel for education and collaborative learning in a play setting. Thanks to adaptability of robots, ER could facilitate inclusion of special-needs children, such as children with Down syndrome (DS), in learning programs. In a previous study, we prov...
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| Veröffentlicht in: | Technology, knowledge and learning knowledge and learning, 2019-06, Vol.24 (2), p.315-323 |
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| creator | Bargagna, S. Castro, E. Cecchi, F. Cioni, G. Dario, P. Dell’Omo, M. Di Lieto, M. C. Inguaggiato, E. Martinelli, A. Pecini, C. Sgandurra, G. |
| description | Educational robotics (ER) uses robotic kits as a channel for education and collaborative learning in a play setting. Thanks to adaptability of robots, ER could facilitate inclusion of special-needs children, such as children with Down syndrome (DS), in learning programs. In a previous study, we provided evidence that ER could promote superior cognitive functions, such as executive functions, which are involved in problem solving, reasoning and planning in typically developing preschool children. In this preliminary study, we aimed to evaluate ER training feasibility, adapting methodology and previously experimented activities to promote executive functions in DS children. Eight DS children carried out 45-min weekly group sessions for 8 weeks in an ER laboratory (ER-Lab) using the Bee-Bot. Training setting was generally well-suited for this small sample of DS children. Due to sample heterogeneity, qualitative results of only two exemplificative children are presented and discussed. Results indicate that Bee-Bot is a very significant device for promoting interest, attention and interaction with adults and peers. Promotion of executive functions seemed to be possible in one child, who eagerly participated in ER-Lab activities. |
| doi_str_mv | 10.1007/s10758-018-9366-z |
| format | Article |
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C. ; Inguaggiato, E. ; Martinelli, A. ; Pecini, C. ; Sgandurra, G.</creator><creatorcontrib>Bargagna, S. ; Castro, E. ; Cecchi, F. ; Cioni, G. ; Dario, P. ; Dell’Omo, M. ; Di Lieto, M. C. ; Inguaggiato, E. ; Martinelli, A. ; Pecini, C. ; Sgandurra, G.</creatorcontrib><description>Educational robotics (ER) uses robotic kits as a channel for education and collaborative learning in a play setting. Thanks to adaptability of robots, ER could facilitate inclusion of special-needs children, such as children with Down syndrome (DS), in learning programs. In a previous study, we provided evidence that ER could promote superior cognitive functions, such as executive functions, which are involved in problem solving, reasoning and planning in typically developing preschool children. In this preliminary study, we aimed to evaluate ER training feasibility, adapting methodology and previously experimented activities to promote executive functions in DS children. Eight DS children carried out 45-min weekly group sessions for 8 weeks in an ER laboratory (ER-Lab) using the Bee-Bot. Training setting was generally well-suited for this small sample of DS children. Due to sample heterogeneity, qualitative results of only two exemplificative children are presented and discussed. Results indicate that Bee-Bot is a very significant device for promoting interest, attention and interaction with adults and peers. Promotion of executive functions seemed to be possible in one child, who eagerly participated in ER-Lab activities.</description><identifier>ISSN: 2211-1662</identifier><identifier>EISSN: 2211-1670</identifier><identifier>DOI: 10.1007/s10758-018-9366-z</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>Adults ; Children ; Cognitive Ability ; Cooperative Learning ; Creativity and Arts Education ; Down Syndrome ; Education ; Educational Technology ; Executive Function ; Feasibility studies ; Instructional Effectiveness ; Interpersonal Relationship ; Learning Activities ; Learning and Instruction ; Learning programs ; Mathematics Education ; Original Research ; Peer Relationship ; Preschool Children ; Problem solving ; Robotics ; Science Education ; Special Needs Students ; Teaching Methods ; Training</subject><ispartof>Technology, knowledge and learning, 2019-06, Vol.24 (2), p.315-323</ispartof><rights>Springer Science+Business Media B.V., part of Springer Nature 2018</rights><rights>Technology, Knowledge and Learning is a copyright of Springer, (2018). All Rights Reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c338t-59b9e96eab98f8fecb7825b727e5ee6287c400521b306dffb5bdcfa78a6f7aec3</citedby><cites>FETCH-LOGICAL-c338t-59b9e96eab98f8fecb7825b727e5ee6287c400521b306dffb5bdcfa78a6f7aec3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s10758-018-9366-z$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s10758-018-9366-z$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,776,780,27901,27902,41464,42533,51294</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1215852$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Bargagna, S.</creatorcontrib><creatorcontrib>Castro, E.</creatorcontrib><creatorcontrib>Cecchi, F.</creatorcontrib><creatorcontrib>Cioni, G.</creatorcontrib><creatorcontrib>Dario, P.</creatorcontrib><creatorcontrib>Dell’Omo, M.</creatorcontrib><creatorcontrib>Di Lieto, M. 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In this preliminary study, we aimed to evaluate ER training feasibility, adapting methodology and previously experimented activities to promote executive functions in DS children. Eight DS children carried out 45-min weekly group sessions for 8 weeks in an ER laboratory (ER-Lab) using the Bee-Bot. Training setting was generally well-suited for this small sample of DS children. Due to sample heterogeneity, qualitative results of only two exemplificative children are presented and discussed. Results indicate that Bee-Bot is a very significant device for promoting interest, attention and interaction with adults and peers. 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In a previous study, we provided evidence that ER could promote superior cognitive functions, such as executive functions, which are involved in problem solving, reasoning and planning in typically developing preschool children. In this preliminary study, we aimed to evaluate ER training feasibility, adapting methodology and previously experimented activities to promote executive functions in DS children. Eight DS children carried out 45-min weekly group sessions for 8 weeks in an ER laboratory (ER-Lab) using the Bee-Bot. Training setting was generally well-suited for this small sample of DS children. Due to sample heterogeneity, qualitative results of only two exemplificative children are presented and discussed. Results indicate that Bee-Bot is a very significant device for promoting interest, attention and interaction with adults and peers. Promotion of executive functions seemed to be possible in one child, who eagerly participated in ER-Lab activities.</abstract><cop>Dordrecht</cop><pub>Springer Netherlands</pub><doi>10.1007/s10758-018-9366-z</doi><tpages>9</tpages></addata></record> |
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| subjects | Adults Children Cognitive Ability Cooperative Learning Creativity and Arts Education Down Syndrome Education Educational Technology Executive Function Feasibility studies Instructional Effectiveness Interpersonal Relationship Learning Activities Learning and Instruction Learning programs Mathematics Education Original Research Peer Relationship Preschool Children Problem solving Robotics Science Education Special Needs Students Teaching Methods Training |
| title | Educational Robotics in Down Syndrome: A Feasibility Study |
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