"It Is Not the Robot Who Learns, It Is Me." Treating Severe Dysgraphia Using Child-Robot Interaction.

Writing disorders are frequent and impairing. However, social robots may help to improve children's motivation and to propose enjoyable and tailored activities. Here, we have used the scenario in which a child is asked to teach a robot how to write via demonstration on a tablet, combined with a series of games we developed to train specifically pressure, tilt, speed, and letter liaison controls.

The transferability of handwriting skills: from the Cyrillic to the Latin alphabet.

Do handwriting skills transfer when a child writes in two different scripts, such as the Latin and Cyrillic alphabets? Are our measures of handwriting skills intrinsically bound to one alphabet or will a child who faces handwriting difficulties in one script experience similar difficulties in the other script? To answer these questions, 190 children from grades 1-4 were asked to copy a short text using both the Cyrillic and Latin alphabets on a digital tablet. A recent change of policy in Kazakhstan gave us an opportunity to measure transfer, as the Latin-based Kazakh alphabet has not yet been introduced. Therefore, pupils in grade 1 had a 6-months experience in Cyrillic, and pupils in grades 2, 3, and 4 had 1.

A Comparison of Social Robot to Tablet and Teacher in a New Script Learning Context.

This research occurred in a special context where Kazakhstan's recent decision to switch from Cyrillic to the Latin-based alphabet has resulted in challenges connected to teaching literacy, addressing a rare combination of research hypotheses and technical objectives about language learning. Teachers are not necessarily trained to teach the new alphabet, and this could result in a challenge for children with learning difficulties. Prior research studies in Human-Robot Interaction (HRI) have proposed the use of a robot to teach handwriting to children (Hood et al.

Iterative Design and Evaluation of a Tangible Robot-Assisted Handwriting Activity for Special Education.

In this article we investigate the role of interactive haptic-enabled tangible robots in supporting the learning of cursive letter writing for children with attention and visuomotor coordination issues. We focus on the two principal aspects of handwriting that are linked to these issues: Visual perception and visuomotor coordination. These aspects, respectively, enhance two features of letter representation in the learner's mind in particular, namely the shape () and the dynamics () of the letter, which constitute the central learning goals in our activity.

Acquisition of handwriting in children with and without dysgraphia: A computational approach.

Handwriting is a complex skill to acquire and it requires years of training to be mastered. Children presenting dysgraphia exhibit difficulties automatizing their handwriting. This can bring anxiety and can negatively impact education.

Extending the Spectrum of Dysgraphia: A Data Driven Strategy to Estimate Handwriting Quality.

This paper proposes new ways to assess handwriting, a critical skill in any child's school journey. Traditionally, a pen and paper test called the BHK test (Concise Evaluation Scale for Children's Handwriting) is used to assess children's handwriting in French-speaking countries. Any child with a BHK score above a certain threshold is diagnosed as 'dysgraphic', meaning that they are then eligible for financial coverage for therapeutic support.

Designing Configurable Arm Rehabilitation Games: How Do Different Game Elements Affect User Motion Trajectories?

For successful rehabilitation of a patient after a stroke or traumatic brain injury, it is crucial that rehabilitation activities are motivating, provide feedback and have a high rate of repetitions. Advancements in recent technologies provide solutions to address these aspects where needed. Additionally, through the use of gamification, we are able to increase the motivation for participants.

Automated human-level diagnosis of dysgraphia using a consumer tablet.

The academic and behavioral progress of children is associated with the timely development of reading and writing skills. Dysgraphia, characterized as a handwriting learning disability, is usually associated with dyslexia, developmental coordination disorder (dyspraxia), or attention deficit disorder, which are all neuro-developmental disorders. Dysgraphia can seriously impair children in their everyday life and require therapeutic care.

Climbing favours the tripod gait over alternative faster insect gaits.

To escape danger or catch prey, running vertebrates rely on dynamic gaits with minimal ground contact. By contrast, most insects use a tripod gait that maintains at least three legs on the ground at any given time. One prevailing hypothesis for this difference in fast locomotor strategies is that tripod locomotion allows insects to rapidly navigate three-dimensional terrain.