Document Type : Research Paper
Authors
1 PHD student in Educational Technology, Allameh Tabataba'i University, Tehran, Iran Corresponding author
2 Department of Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
3 Professor, Department of Educational Technology, Allameh Tabatabaei University, Tehran, Iran.
4 Department of Computer, Faculty of Statistics, Mathematics and Computer Sciences, Allameh Tabataba'i University, Tehran, Iran
5 Department of Educational Measurement, Faculty of Psychology and Educational Sciences, Allameh Tabataba'I University, Tehran, Iran
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, 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.
Keywords
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