ahmad ahmadi; Esmaeil Zaraii Zavaraki; Parviz Sharifidaramadi; Hassan Rashidi; Ali Delavar
Abstract
Evaluating research advancements in trust in robots and exploring whether recent methodological developments can contribute to trustworthy robot development is crucial. This study conducted a systematic review of six years of research (2018-2024) on social robots in ASD education. Using relevant keywords, ...
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Evaluating research advancements in trust in robots and exploring whether recent methodological developments can contribute to trustworthy robot development is crucial. This study conducted a systematic review of six years of research (2018-2024) on social robots in ASD education. Using relevant keywords, the Scopus database was searched. An initial search identified 502 documents. Using Kitchenham's guidelines, 121 relevant studies were selected in the initial screening stage. Finally, 30 studies were included in the analysis after reviewing the full text of the articles and assessing their quality. The analysis revealed that social robots offer benefits like engagement, simplicity, predictability, and motivation to individuals with ASD. However, challenges remain regarding trust in robots in real-world human-robot interaction settings. Four key challenges identified include trust measurement, bridging trustworthy robots and human trust, rich trust models for real-world scenarios, and robot appearance. This study explored recent advancements in psychology, trustworthy systems, robot ethics, and deep learning and their potential to provide solutions to these challenges.
Mina Farajpour; Esmaeil Zaraii Zavaraki; Parviz Sharifi Daramadi
Abstract
Visual perception, as one of the key components of learning, plays an important role in children’s academic development. This study aimed to analyze visual perceptual skills and their subcomponents in preschool children at risk of specific learning disorder using the Frostig Developmental Test ...
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Visual perception, as one of the key components of learning, plays an important role in children’s academic development. This study aimed to analyze visual perceptual skills and their subcomponents in preschool children at risk of specific learning disorder using the Frostig Developmental Test of Visual Perception. This research was a descriptive cross-sectional study with a comparative analytical approach. The statistical population consisted of preschool children at risk of specific learning disorder attending preschool centers in Darab during the 2023–2024 academic year. Using purposive sampling and the Steele Learning Disability Symptoms Questionnaire (Steele, 2004), 16 children (8 girls and 8 boys) were selected. Data were collected and analyzed using the Frostig test. The results showed that the mean perceptual quotient of the children (81.8) was below the established norm, with a notable weakness observed in the figure-ground perception component. Girls performed better than boys in most visual perception components, especially figure-ground perception. In conclusion, the findings highlight the need for targeted educational interventions to strengthen visual perceptual skills, particularly in children at risk of specific learning disorder.
Farokh Feizi; Esmaeil Zaraii Zavaraki; Parviz Sharifidaramadi; Hassan Rashidi; Fatemeh jafarkhani
Abstract
This study aimed to design an AI-based learning program and evaluate its effectiveness on problem-solving skills of students with mathematical learning disabilities. In terms of purpose, this research is classified as developmental with an exploratory nature and was conducted using a quasi-experimental ...
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This study aimed to design an AI-based learning program and evaluate its effectiveness on problem-solving skills of students with mathematical learning disabilities. In terms of purpose, this research is classified as developmental with an exploratory nature and was conducted using a quasi-experimental method with a control group. The statistical population included all fourth to sixth-grade elementary students with suspected mathematical learning disabilities in Mahidasht, Kermanshah Province, during the 2023–2024 academic year. After screening using the Bryant and Hammill Scale (2000), 20 students with access to online education were selected and divided into two groups of 10 (10 in the experimental group and 10 in the control group). Prior to implementing the program, a problem-solving skills test was administered as a pre-test for students. Subsequently, the designed program was implemented over six weeks. At the end, a post-test was conducted for both groups, and the results were analyzed based on the standardized Problem-Solving Skills Scale by Ahdhianto et al (2020). The findings revealed that integrating artificial intelligence into the mathematics educational program significantly improved problem-solving skills and related sub-skills among students.
