Leveraging the auro model for the integration of humanoid robotic assistive tools in autism spectrum disorder intervention

• Main Author: Ishak, Norshahidatul Hasana
• Format: Thesis
• Language: English; English
• Published: 2025
• Subjects: T Technology; TJ Mechanical engineering and machinery
• Online Access: http://eprints.utem.edu.my/id/eprint/29452/

Autism Spectrum Disorder (ASD) is a complex neurodevelopmental disorder characterised by deficits in communication, social interaction, and the presence of repetitive behaviours. Despite numerous scientific efforts, the precise aetiology of autism remains inconclusive. Alarming trends indicate a consistent rise in autism diagnoses worldwide, heightening the urgency for effective educational interventions tailored to this population. While education is fundamental for all children, current pedagogical tools often fall short in addressing the unique cognitive and behavioural challenges faced by children with autism. This study investigates the potential of integrating robotics, specifically the humanoid robot NAO, as an assistive educational tool to improve cognitive engagement and learning outcomes among children with ASD. Preliminary investigations revealed that attention deficits and the need for repetitive instruction were primary barriers encountered by educators. To address these issues, this study introduces the AuRo model, a robot-assisted teaching and learning framework designed to support and enhance the educational experience of children with autism. The study is guided by three primary objectives:(i) to identify the most effective model for using robotics technology to aid children with autism in developing their cognitive ability; (ii) to construct AuRo model for teaching and learning for children with autism; and (iii)to evaluate the effectiveness of AuRo model for teaching and learning for children with autism. A mixed-methods approach was employed, combining quantitative assessments of student performance with qualitative observations focusing on robot acceptance, involvement in the teaching process (ITP), and quality of interaction (QI). Results demonstrated that the NAO robot effectively captured students' attention, improved their focus, and enhanced their engagement in learning activities. Participants showed positive behavioural responses, indicating the robot potential as a motivational and interactive teaching aid. It is recommended that future development include emotion recognition capabilities and curriculum-wide integration, particularly for the Mathematics Level 1syllabus. Expanding the study to include a larger sample size is also suggested to substantiate the findings and reinforce the models generalizability.