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The article discusses the common physical, behavioural, and cognitive characteristics of robots that resemble human beings. Information on the existence of design of pet-like robots that have been documented in the human-robot interaction is offered. Discussion of how robot designers adopt mimicry as a universal principle of designing robots to stimulate imagination and experience of such technologies is provided.

We describe an exploratory case study about the applicability of different robotic platforms in an educational context with a child with Down syndrome. The robotic platforms tested are the humanoid robot KASPAR and the mobile robotic platform IROMEC. During the study we observed the effects KASPAR and IROMEC had in helping the child with the development and improvement of her social skills while playing different interactive games with the robots. Conceptually similar play scenarios were performed with both robots and the behaviour of the child was monitored during her interactions with them. [ABSTRACT FROM AUTHOR]

This article presents a novel set of ten play scenarios for robot-assisted play for children with special needs. This set of scenarios is one of the key outcomes of the IROMEC project that investigated how robotic toys can become social mediators, encouraging children with special needs to discover a range of play styles, from solitary to collaborative play (with peers, carers/teachers, parents etc.). The target user groups in the project were children with Mild Mental Retardation,1 children with Severe Motor Impairment and children with Autism. The play scenarios were developed against specific educational and therapeutic objectives that were discussed with panels of experts (teachers therapists parents) in various countries, during several user panel meetings for each of the above mentioned target user groups. These objectives were classified with reference to the ICF-CY, the International Classification of Functioning – version for Children and Youth. The article presents a detailed description of the play scenarios, each with its relevant educational and therapeutic objectives in five key developmental areas (i.e. sensory development, communication and interaction, Cognitive development, motor development and social and emotional development). While the play scenarios described in this paper originally were developed for and tested with the above user groups and with the IROMEC robot, the play scenarios can potentially be applied to other user groups and to a wide range of other applications involving human-robot interaction using different robotic toys. Keywords: human-robot interaction; assistive technology; play scenarios; autism; mild mental retardation; sever motor impairment; assisted play [ABSTRACT FROM AUTHOR]

The author provides viewpoint on the consequences of using robot companions or caretakers for children on learning and education. He says that tools such as robot is neither good or bad but it is wise to make necessary steps before using it because it can lead to ethical and sustainable consequences. It is also the author's view that construction of robots need a collaborative endeavor of several concerns including teachers, parents, and designers.

I-BLOCKS are an innovative concept of building blocks allowing users to manipulate conceptual structures and compose atomic actions while building physical constructions. They represent an example of enabling technologies for tangible interfaces since they emphasise physicality of interaction through the use of spatial and kinaesthetic knowledge. The technology presented in this paper is integrated in physical building blocks augmented with embedded and invisible microprocessors. Connectivity and behaviour of such structures are defined by the physical connectivity between the blocks. These are general purpose, constructive, tangible user interface devices that can have a variety of applications. Unlike other approaches, I-BLOCKS do not only specify a computation that is performed by the target system but perform at the same time the computation and the associated action/functionality. Manipulating I-BLOCKS does not only mean constructing physical or conceptual structures but also composing atomic actions into complex behaviours. To illustrate this concept, the paper presents different scenarios in which the technology has been applied: storytelling performed through the construction of physical characters exhibiting emotional states, and learning activities for speech therapy in cases of dyslexia and aphasia. The scenarios are presented; discussing both the features of the technology used and the related interaction design issues. The paper concludes by reporting about informal trials that have been conducted with children. It should be noted that, even if both trials represent application scenarios for children, the I-BLOCKS technology is in principle open to different kinds of applications and target users like, for example, games for adults or brainstorming activities. [ABSTRACT FROM AUTHOR]