skip to main content
10.1145/2839462.2856535acmotherconferencesArticle/Chapter ViewAbstractPublication PagesteiConference Proceedingsconference-collections
short-paper

KIP3: Robotic Companion as an External Cue to Students with ADHD

Published: 14 February 2016 Publication History

Abstract

We present the design and initial evaluation of Kip3, a social robotic device for students with ADHD that provides immediate feedback for inattention or impulsivity events. We designed a research platform comprised of a tablet-based Continuous Performance Test (CPT) that is used to assess inattention and impulsivity, and a socially expressive robotic device (Kip3) as feedback. We evaluated our platform with 10 students with ADHD in a within subject user study, and report that 9 out of 10 participants felt that Kip3 helped them regain focus, but wondered if it will be effective over time and how it will identify inattention in more complex situations outside the lab.

References

[1]
Anastasia Anderson and Kevin Wheldall. 2003. Using self-monitoring to increase the on-task behaviour of three students with disabilities during independent work. Australasian Journal of Special Education 27, 1: 3--17.
[2]
Wilma A. Bainbridge et al. 2011. "The benefits of interactions with physically present robots over video-displayed agents." International Journal of Social Robotics 3, no. 1: 41--52.
[3]
Russell A. Barkley. 2002. Major life activity and health outcomes associated with attention-deficit/hyperactivity disorder. J Clin Psychiatry 63, 10--15.
[4]
Russell A. Barkley. 2012. Executive functions: What they are, how they work, and why they evolved. Guilford Press, New-York, NY.
[5]
Mason Bretan et al. 2015. Emotionally expressive dynamic physical behaviors in robots. Int J Hum Comput Stud, 78 1--16.
[6]
Richard C. Clark et al. 2006. Standardized assessment of cognitive functioning during development and aging using an automated touchscreen battery. Archives of Clinical Neuropsychology, 21(5), 449--467.
[7]
George J. Dupaul et al. 1992. Behavioral treatment of attention-deficit hyperactivity disorder in the classroom the use of the attention training system. Behav Modif 16, 2: 204--225.
[8]
Mariellen Fischer et al. 2007. Hyperactive children as young adults: Driving abilities, safe driving behavior, and adverse driving outcomes. Accid Anal Prev 39, 1: 94--105.
[9]
Min Kwan et al. 2006. "Can robots manifest personality?: An empirical test of personality recognition, social responses, and social presence in human--robot interaction." Journal of communication 56, no. 4: 754--772.
[10]
Patrick Gorman et al. 2003. Effectiveness of the ISAAC cognitive prosthetic system for improving rehabilitation outcomes with neurofunctional impairment. NeuroRehabilitation 18, 1: 57--68.
[11]
Guy Hoffman et al. 2015. Design and Evaluation of a Peripheral Robotic Conversation Companion. In Proceedings of the Tenth Annual ACM/IEEE International Conference on Human-Robot Interaction (HRI' 2015), 3--10.
[12]
Sandra JJ. Kooji et al. 2010. European consensus statement on diagnosis and treatment of adult ADHD: The European Network Adult ADHD. BMC Psychiatry 10, 1: 67.
[13]
Brooke S.G. Molina et al. 2009. The MTA at 8 years: prospective follow-up of children treated for combined type ADHD in a multisite study. J Am Acad Child Adolesc Psychiatry 48, 5: 484--500.
[14]
Kazuhiko Shinozawa et al. 2005. "Differences in effect of robot and screen agent recommendations on human decision-making." International Journal of Human-Computer Studies 62, no. 2: 267--279.
[15]
Caroline Skirrow et al. 2009. Behavioral, neurocognitive and treatment overlap between attention-deficit/hyperactivity disorder and mood instability. Expert Rev Neurother 9, 4: 489--503.
[16]
James M. Swanson et al. 2001. Clinical relevance of the primary findings of the MTA: success rate based on severity of ADHD and ODD symptoms at the end of treatment. J Am Acad Child Adolesc Psychiatry 40, 2: 168--179.
[17]
Oren Zuckerman and Guy Hoffman. 2015. Empathy Objects: Robotic Devices as Conversation Companions. In Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction (TEI '15). ACM, 593--598.

Cited By

View all
  • (2024)Applying Smartphone Vibration and Visual Text Prompt Functions to Reduce Hyperactive/Impulsive Behaviors of Students With ADHD in ClassJournal of Special Education Technology10.1177/0162643424123211339:4(491-499)Online publication date: 9-Feb-2024
  • (2024)The Second Workshop on Child-Centered AI Design (CCAI)Extended Abstracts of the CHI Conference on Human Factors in Computing Systems10.1145/3613905.3636305(1-6)Online publication date: 11-May-2024
  • (2024)Design and Evaluation of a Socially Assistive Robot Schoolwork Companion for College Students with ADHDProceedings of the 2024 ACM/IEEE International Conference on Human-Robot Interaction10.1145/3610977.3634929(533-541)Online publication date: 11-Mar-2024
  • Show More Cited By

Index Terms

  1. KIP3: Robotic Companion as an External Cue to Students with ADHD

    Recommendations

    Comments

    Information & Contributors

    Information

    Published In

    cover image ACM Other conferences
    TEI '16: Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction
    February 2016
    820 pages
    ISBN:9781450335829
    DOI:10.1145/2839462
    Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

    In-Cooperation

    Publisher

    Association for Computing Machinery

    New York, NY, United States

    Publication History

    Published: 14 February 2016

    Permissions

    Request permissions for this article.

    Check for updates

    Author Tags

    1. ADHD
    2. Assistive Technologies
    3. CPT
    4. Impulsivity
    5. Inattentive
    6. Social Robots
    7. Tangible Interfaces

    Qualifiers

    • Short-paper
    • Research
    • Refereed limited

    Funding Sources

    Conference

    TEI '16

    Acceptance Rates

    TEI '16 Paper Acceptance Rate 45 of 178 submissions, 25%;
    Overall Acceptance Rate 393 of 1,367 submissions, 29%

    Contributors

    Other Metrics

    Bibliometrics & Citations

    Bibliometrics

    Article Metrics

    • Downloads (Last 12 months)71
    • Downloads (Last 6 weeks)6
    Reflects downloads up to 25 Dec 2024

    Other Metrics

    Citations

    Cited By

    View all
    • (2024)Applying Smartphone Vibration and Visual Text Prompt Functions to Reduce Hyperactive/Impulsive Behaviors of Students With ADHD in ClassJournal of Special Education Technology10.1177/0162643424123211339:4(491-499)Online publication date: 9-Feb-2024
    • (2024)The Second Workshop on Child-Centered AI Design (CCAI)Extended Abstracts of the CHI Conference on Human Factors in Computing Systems10.1145/3613905.3636305(1-6)Online publication date: 11-May-2024
    • (2024)Design and Evaluation of a Socially Assistive Robot Schoolwork Companion for College Students with ADHDProceedings of the 2024 ACM/IEEE International Conference on Human-Robot Interaction10.1145/3610977.3634929(533-541)Online publication date: 11-Mar-2024
    • (2023)Social Robots and Brain–Computer Interface Video Games for Dealing with Attention Deficit Hyperactivity Disorder: A Systematic ReviewBrain Sciences10.3390/brainsci1308117213:8(1172)Online publication date: 7-Aug-2023
    • (2022)Computational Neuroscience Approach to Psychiatry: A Review on Theory-driven ApproachesClinical Psychopharmacology and Neuroscience10.9758/cpn.2022.20.1.2620:1(26-36)Online publication date: 28-Feb-2022
    • (2022)Designing for Care Ecosystems: a Literature Review of Technologies for Children with ADHDProceedings of the 21st Annual ACM Interaction Design and Children Conference10.1145/3501712.3529746(13-25)Online publication date: 27-Jun-2022
    • (2022)ADHD and Technology Research – Investigated by Neurodivergent ReadersProceedings of the 2022 CHI Conference on Human Factors in Computing Systems10.1145/3491102.3517592(1-21)Online publication date: 29-Apr-2022
    • (2022)Robotic Technologies in ADHD Care: Literature ReviewIEEE Access10.1109/ACCESS.2021.313708210(608-625)Online publication date: 2022
    • (2021)The use of games as an educational aid to students with ADHD: a framework proposal2021 International Conference on Advanced Learning Technologies (ICALT)10.1109/ICALT52272.2021.00106(333-335)Online publication date: Jul-2021
    • (2021)Assessment of a Robotic Assistant for Supporting Homework Activities of Children With ADHDIEEE Access10.1109/ACCESS.2021.30932339(93450-93465)Online publication date: 2021
    • Show More Cited By

    View Options

    Login options

    View options

    PDF

    View or Download as a PDF file.

    PDF

    eReader

    View online with eReader.

    eReader

    Media

    Figures

    Other

    Tables

    Share

    Share

    Share this Publication link

    Share on social media