Enhancing joint attention in students on the autism spectrum using robotics: A game-based educational intervention [Mejorando la atención conjunto de alumnado en el espectro del autismo a través de la robótica: Una intervención educativa basada en el juego]

A school that promotes inclusivity should uphold the rights and address the educational needs of all students, including those on the autism spectrum. This study focuses on 11 students' outcomes after implementing a social robotics program named IkasBot. This program was designed to enhance joint attention in students diagnosed with autism spectrum disorders, a particularly challenging skill for this group. The program utilizes a robot as a teaching tool and incorporates pictograms for augmentative communication. It consists of twelve didactic units, organized into three blocks, conducted in the classroom with the entire group of students and teaching staff participating. The research employs a mixed method for a personal approach, combining quantitative and qualitative instruments, and is conducted in stable classrooms in educational centers in the Basque Country. Observation of students (video recording and field diary) and group interviews with teachers are the primary instruments used. The key results are as follows: 1) all students improved their joint attention, 2) students requiring more support demonstrated more significant enhancement than those needing less support, and 3) the communication between peers improved significantly, as did their interpersonal relationships. Furthermore, IkasBot improves joint attention skills more in those students who require a higher level of support.