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社交機器人介入對自閉兒之眼神注意、動作模仿與社交互動的成效:文獻回顧

Effects of Social Robots on Attention, Motor Imitation, and Social Interaction in Children With Autism Spectrum Disorder: A Literature Review

摘要


目的:自閉兒有社會互動、溝通和認知學習的困難,許多研究提出社交機器人介入可影響自閉兒上述能力。因此本文回顧社交機器人介入自閉兒的文獻,以眼神注意、動作模仿和社交互動為目標的結果,探討社交機器人介入的成效。方法:採文獻回顧和系統性分析,搜尋PubMed、CINAHL、臺灣期刊論文索引系統和華藝線上圖書館資料庫2010年1月到2021年3月,以自閉兒、社交機器人、眼神注意、動作模仿、社交互動等關鍵字篩選。資料萃取文獻中的收案基本資料、介入模式和結果,分析證據層級;系統性分析自閉兒和一般兒注視及動作模仿的差異。結果:篩選後採用33篇,平均年齡為1.89歲到9.4歲,70%為NAO機器人。系統性分析後,自閉兒對真人的注視顯著較少(standard mean difference,SMD=-0.87),對社交機器人的注視較多(SMD=0.92);自閉兒模仿真人的正確率較高(SMD=-0.66)。多數文獻支持社交機器人介入可提升自閉兒的眼神注意、動作模仿和社交互動能力。結論:大多數文獻支持使用社交機器人以促進自閉兒的眼神注意、動作模仿和社交互動。但相關文獻中高證據等級的比例偏低、自閉兒異質性高,且社交機器人介入的時間和頻率不一致,故需再進一步探討。

並列摘要


Objective: Children with autism spectrum disorder (ASD) have difficulties in social interaction, communication, and cognitive learning. Many studies have reported that social robots may affect those abilities. The purpose of this paper was to review the effects of social robots on visual attention, motor imitation, and social interaction in children with ASD. Methods: A systematic review was conducted on PubMed, CINAHL, index system of Taiwan periodical literature and Huayi online library databases from January 2010 to March 2021, including search terms related to children with autism, social robot, visual attention, imitation, and social interaction. The data extracted from the studies included demographic data, types of robots, results, and level of evidence. The differences of visual attention and motor imitation between children with and without ASD were systematically analyzed. Results: Thirty-three studies were included. The children participants aged 1.89-9.4 years and 70% of studies adopted NAO social robot. The results indicated that children with ASD had less visual attention to human (standard mean difference [SMD]=-0.87) and more attention to robots (SMD=0.92). Children with ASD also had higher percentages of imitating human accurately than robots (SMD=-0.66). Most studies supported the improvements in visual attention, imitation, and social interaction after robot intervention in children with ASD. Conclusions: Most of the studies supported the effects of applying social robots on visual attention, imitation, and social interaction in children with ASD. However, the intervention duration and frequency require further investigation due to limited high level of evidence and heterogeneity of ASD.

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