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Permanent link (DOI): https://doi.org/10.7939/R3DN3ZX3D

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Robot Enhanced interaction and learning for children with profound physical disabilities Open Access

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Author or creator
Cook, A.M.
Howery, K.
Gu, J.
Meng, M.
Additional contributors
Subject/Keyword
robotics, severe disabilities, children, play
Type of item
Journal Article (Published)
Language
English
Place
Time
Description
The goal of this study was to explore how children who have significant physical disabilities could use a robotic arm to interact in a play and exploration activity. These children cannot manipulate toys and other objects to engage in typical play activities with adults or their peers. A robotic arm was used to provide an alternative method to engage in joint play activities. Using the robotic arm, these children were able to engage in play with an adult. For successful play experiences, this activity required manipulation of objects in sequence and turn taking with the adult. Children were able to experience, independently, the mediated manipulation of real objects in the context of a play activity. They demonstrated an ability to interact and to carryout a sequence of steps to complete a play task.
Date created
2011/12/13
DOI
doi:10.7939/R3DN3ZX3D
License information
Creative Commons Attribution-Non-Commercial-No Derivatives 3.0 Unported
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Citation for previous publication
Cook, A.M., Howery, K., Gu, J., Meng, M., (2000). Robot enhanced interaction and learning for children with profound physical disabilities. Technology and Disability 2000,13(1),1-8.
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