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Integrating Robotics Projects into Education: A New Approach to Engaging Adolescents with Autism and Improving Social Interactions

Author(s)

Rita Yang

Affiliation(s)

OAK CREST ACADEMY, Medina 98039, Washington, US

Abstract

This study explores the impact of robot-based project learning on the social skills and emotional expression of adolescents with autism. A randomized controlled experimental design was adopted, dividing 40 adolescents aged 12 to 16 into an experimental group and a control group. The experimental group participated in an 8-week robot learning program. The results showed that the social skills of the experimental group improved significantly and were markedly better than those of the control group (p<0.001). Although emotional expression showed improvement, the progress was relatively slow, with the difference approaching significance (p=0.048). Qualitative analysis indicated that students in the experimental group demonstrated increased proactivity and a greater variety of emotional expressions during classroom interactions. The study suggests that this intervention method has a positive effect on social skills, though its impact on emotional expression is limited.

Keywords

Adolescents with Autism; Social Skills; Emotional Expression; Robotics Project-Based Learning; Intervention Effect

References

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