Human–robot interaction for social skill development in children with ASD: A literature review

Background The use of games for social skill development in the classroom is accelerating at a tremendous rate. At the same time, the research surrounding games designed for teaching social skills remains fragmented. This systematic review summarizes the current existing literature on social skill serious games for young people ages 5 to 19 and is the first review of serious games to note the demographic and geographic component of these studies. Method This review included papers that: evaluated a game designed to teach social skills; included measurable, quantitative outcomes; have a translation or be published in English; were peer-reviewed; date from January 2010 to May 2020; and have a nonclinical study population between ages of 5 to 19. Keywords were obtained from the CASEL 5 framework. Results Our findings are mixed but suggest that serious games may improve social skills when used alongside in-person discussion. We also found potential effects of the length of time of gameplay, intervention, and follow-up on social skill serious game effectiveness. Although this review found promising research conducted in East Asian countries and with minority samples in the United States, the majority of social skill serious game research takes place in the United States and Australia, with unreported demographic information and white-majority samples. Conclusions Due to the limited number of published studies in this area and studies lacking methodological rigor, the effectiveness of using games to teach social skills and the impact of background on social skill learning require further discussion.

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Comparative Effects of Social Skill Development

Small Group Behavior ◽

10.1177/104649647400500206 ◽

1974 ◽

Vol 5 (2) ◽

pp. 211-221 ◽

Cited By ~ 1

Author(s):

Wilbert Wright ◽

Kenneth T. Morris ◽

Burt Fettig

Keyword(s):

Social Skill ◽

Skill Development ◽

Social Skill Development

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Understanding and Resolving Failures in Human-Robot Interaction: Literature Review and Model Development

Frontiers in Psychology ◽

10.3389/fpsyg.2018.00861 ◽

2018 ◽

Vol 9 ◽

Cited By ~ 20

Author(s):

Shanee Honig ◽

Tal Oron-Gilad

Keyword(s):

Literature Review ◽

Model Development ◽

Human Robot Interaction ◽

Robot Interaction

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Evaluation Metrics Regarding Human Well-Being and System Performance in Human-Robot Interaction – A Literature Review

Advances in Intelligent Systems and Computing - Proceedings of the 20th Congress of the International Ergonomics Association (IEA 2018) ◽

10.1007/978-3-319-96068-5_14 ◽

2018 ◽

pp. 124-135 ◽

Cited By ~ 1

Author(s):

Jochen Nelles ◽

Sonja Th. Kwee-Meier ◽

Alexander Mertens

Keyword(s):

Literature Review ◽

System Performance ◽

Well Being ◽

Human Robot Interaction ◽

Evaluation Metrics ◽

Robot Interaction

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Peers as Change Agents

Peers as Change Agents ◽

10.1093/med-psych/9780190068714.003.0002 ◽

2021 ◽

pp. 5-17

Author(s):

Renee O. Hawkins ◽

Mary Katherine Gerrard ◽

Christa L. Newman ◽

Hannah McIntire

Keyword(s):

Student Engagement ◽

Social Relationships ◽

Social Skill ◽

Behavioral Interventions ◽

Skill Development ◽

Change Agents ◽

Social Skill Development ◽

Opportunities To Respond ◽

Free Resource ◽

The Many

This chapter details the many advantages of utilizing peers as change agents in behavioral interventions, including being a readily available and free resource, increasing opportunities to respond, promoting generalization, being socially valid and culturally relevant, increasing student engagement with intervention, providing access to natural reinforcement, promoting social skill development, and supporting the development of peer social relationships. The chapter also positions peer-mediated interventions as relevant to the development of children and highlights the value and usefulness of identifying the behaviors the intervention is targeting and then emphasizing the importance of the peer’s role. This chapter also discusses the research supporting the effectiveness of peers as interventionists, indicating that they can be reliably trained to carry out interventions in schools.

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