The use of the social robot LOVOT for children with autism spectrum disorder: A feasibility study

Background:
One in 100 children is diagnosed with autism spectrum disorder (ASD). Social robots have proven to be a promising technology for children with ASD. The emergence of the social robot LOVOT adds new dimensions to the interaction between robots and children with ASD.

Aim:
To explore how staff experience using the social robot as a pedagogical tool for children with ASD.

Method:
This study was conducted at an institution in Denmark that specializes in special education programs for children with ASD. The interactions between children with ASD and the social robot were tested in individual sessions twice per week for a total of four weeks. Four children with ASD between 9–14 years were included (n=4). A triangulation of data collection techniques was used: Participant observation (n = 15 hours), children’s questionnaire (n = 4), and semi-structured interviews with staff (n = 3).

Findings:
Findings can be summarized as follows: Acceptance of the social robot, positive changes in mood and behavior of children with ASD, a secure relationship, technical and practical issues to overcome, and ethical considerations.

Conclusion:
The professional staff saw a potential for using the robot with AI functionalities as a pedagogical tool for children with ASD.