Article

PURPOSE: To evaluate the feasibility of using virtual robot-mediated play
activities to assess cognitive skills. METHOD: Children with and without
disabilities utilized both a physical robot and a matching virtual robot to
perform the same play activities. The activities were designed such that
successfully performing them is an indication of understanding of the underlying
cognitive skills. RESULTS: Participants' performance with both robots was similar
when evaluated by the success rates in each of the activities. Session video
analysis encompassing participants' behavioral, interaction and communication
aspects revealed differences in sustained attention, visuospatial and temporal
perception, and self-regulation, favoring the virtual robot. CONCLUSIONS: The
study shows that virtual robots are a viable alternative to the use of physical
robots for assessing children's cognitive skills, with the potential of
overcoming limitations of physical robots such as cost, reliability and the need
for on-site technical support. IMPLICATIONS FOR REHABILITATION: Virtual robots
can provide a vehicle for children to demonstrate cognitive understanding.
Virtual and physical robots can be used as augmentative manipulation tools
allowing children with disabilities to actively participate in play, educational
and therapeutic activities. Virtual robots have the potential of overcoming
limitations of physical robots such as cost, reliability and the need for on-site
technical support.

Langue : ANGLAIS