Using virtual robot-mediated play activities to assess cognitive skills
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Ríos-Rincón, Adriana M.
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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. © 2014 Informa UK Ltd.
Age , Analysis of variance , Case control study , Cerebral palsy , Child , Cognition , Comparative study , Confidence interval , Developmental disabilities , Devices , Disability , Evaluation study , Feasibility study , Female , Handicapped child , Human , Male , Physiology , Preschool child , Procedures , Recreation , Reference value , Rehabilitation , Robotics , Task performance , Virtual reality exposure therapy , Age factors , Analysis of variance , Case-control studies , Cerebral palsy , Child , Child , Cognition , Confidence intervals , Developmental disabilities , Disability evaluation , Disabled children , Feasibility studies , Female , Humans , Male , Play and playthings , Reference values , Robotics , Task performance and analysis , Virtual reality exposure therapy , Augmented manipulation , Cognitive skills assessment , Virtual robots