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Proyecto colaborativo entre:

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CodeWithZB coming in the Fall of 2025

Robots e Inteligencia Artificial para Mejorar las Habilidades Sociales de Estudiantes de Primaria

 Tiene como objetivo mejorar las habilidades sociales de los estudiantes con discapacidades mediante la creación de un conjunto de herramientas de enseñanza que presenta el robot Dash™ y un robot de asistencia social impulsado por IA, Zoobee™.

A través de la experiencia, los estudiantes tendrán la oportunidad de aprender codificación básica mientras practican habilidades del mundo real como la resolución de problemas, la colaboración, la cooperación y el pensamiento estratégico en un entorno seguro y sin distracciones.El equipo de la Universidad de Florida Central diseñó, creó y patentó el robot de asistencia social impulsado por IA Zoobee™.

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Research Partner Schools

Year 1 Partner: 

Year 2 Partners: 

Year 3 & 4 Partners: 

Year 5 Partners: 

UCP of Central Florida Charter Schools

UCP of Central Florida Charter Schools

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School Board of Highlands County

UCP of Central Florida Charter Schools

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School Board of Highlands County

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Orange County Public Schools

UCP of Central Florida Charter Schools

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School Board of Highlands County

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Orange County Public Schools

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Park Hill School District 

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Princeton House Charter School

PROJECT IMPLEMENTATION

The Project RAISE toolkit will focus on supporting students with disabilities in learning communication skills, coding, STEM content, and social relationship skills.

  • Phase 1: Students learn coding skills and receive communication coaching while building a relationship with the socially assistive robot (SAR) ZB.

  • Phase 2: Students share their new coding skills with a peer while ZB supports them.

  • Phase 3: ZB provides personalized support in the classroom to allow students maximum support in the general education setting.

RECURSOS EDUCATIVOS ABIERTOS

  • Improved social skills and peer social interactions

  • Acquisition of knowledge and skills to manage emotions, achieve goals, and establish and maintain relationships

  • Understanding of basic coding

  • Increased learning in STEM

OPEN EDUCATIONAL RESOURCES

Six different aspects of Project RAISE will be available as open education resources (OER) at the end of the project. Teachers and schools will be able to use the tools and resources in these key areas individually or as a collection.

 

The areas are:

  • Students with autism spectrum disorder (ASD) learning to code (resource coming soon)

  • Students with ASD teaching a peer-to-code (resource coming soon)

  • Socially assistive robot (SAR) supporting students with ASD in math class (resource coming soon)

  • Professional development (PD) on cooperative learning in math (resource coming soon)

  • Paraprofessional and teacher PD (resource coming soon)

  • Measuring social interaction and communication (resource coming soon)

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For more information, please email: Dr. Shaunn Smith 

RESEARCH SESSION MATERIALS

   Social Stories  

MEDIA COVERAGE

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RESEARCH ARTICLES 

​​Dieker, L., Hines, R., Wilkins, I., Hughes, C., Hawkins Scott, K., Smith, S., Shah, S. (2024). Using an Artificial Intelligence (AI) Agent to Support Teacher Instruction and Student Learning. Journal of Special Education Preparation, 4(2), 78–88. https://doi.org/10.33043/d8xb94q7  

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Vasquez Ferrer, R. Ali, K., Shah, S., Ingraham, K., & Hughes, C. E. (2024). Using AI-based   Virtual Companions to Assist Children with Autism in Recognizing and Addressing Cyberbullying. Sensors 2024, 24(12), 3875; https://doi.org/10.3390/s24123875

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Ali, K., Shah, S., & Hughes, C.E. (2023). In the Wild Affect Analysis of Children with ASD Using Heart Rate. Sensors 2023, 23, 6572. https://doi.org/10.3390/s23146572.

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Dieker, L., Hughes, C., & Hynes, M. (2023). The Past, the Present, and the Future of the Evolution of Mixed Reality in Teacher Education. Education Sciences, 13(11), 1070.

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Dieker, L. A., Kennedy, M. J., Vasquez III, E., & Rock, M. [in press]. Use of technology in the preparation of pre-service teachers. University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center. (Document No. IC-11).  http://ceedar.education.ufl.edu/tools/innovation-configurations/

Marino, M. T., Vasquez, E., Dieker, L., Basham, J., & Blackorby, J. (2023). The Future of Artificial Intelligence in Special Education Technology. Journal of Special Education Technology, 38 (3), 1-35 https://doi.org/10.1177/01626434231165977

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Shah, S., Ali, K., Dieker, L., & Hughes, C. (2023). WAVE: a web-based platform for delivering knowledge-driven virtual experiences. IEEE Computer Graphics and Applications, 43(3), 54-60. https://doi.org/10.1109/MCG.2023.3260599

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Taylor, M. S., & Glavey, E. M. (2023). Harnessing robotics and coding to foster social-emotional learning in students with autism. Journal of Special Education Technology. https://doi.org/10.1177/01626434231199992

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Wang, D., Wang, P., Liu, K., Zhou, Y., Hughes, C. E., & Fu, Y. (2023). Reinforced Imitative Graph Learning for Mobile User Profiling. IEEE Transactions on Knowledge and Data Engineering 35(12), 12944-12957. https://doi.org/10.1109/TKDE.2023.3270238.

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Hughes, C. E., Dieker, L., A., Glavey, E., Hines, R., Wilkins, I., Ingraham, K., Bukaty, C., Ali, K., Shah, S., Murphy, J., & Taylor, M. (2022). RAISE: Robotics & AI to Improve STEM and Social Skills for Elementary School Students. Frontiers in Virtual Reality: Virtual Reality and Human Behaviors, https://doi.org/10.3389/frvir.2022.968315.

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Ren, W., Wang, P., Li, X., Hughes, C.E., & Fu, Y. (2022). Semi-supervised Drifted Stream Learning with Short Lookback. The 28th ACM SIGKDD International Conference on Knowledge Discovery and Data Mining, 1504–1513. https://doi.org/10.1145/3534678.3539297

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Kent, J. A., & Hughes, C. E. (2022). Law Enforcement Training using Simulation for Locally Customized Encounters. Frontiers in Virtual Reality: Technologies for Virtual Reality, https://doi.org/10.3389/frvir.2022.960146.

 

Glavey, E. M., Hines, R. A., & Taylor, M. S. (2022). Project RAISE: Developing a socially assistive robot to increase the social-emotional skills of elementary students with autism. DADD Online Journal.

DISCLAIMER INFORMATION

For Practice/Research-Based Products

This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H327S200009. The views expressed herein do not necessarily represent the positions or polices of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be:

UCP of Central Florida (2020). Project RAISE: Robots and Artificial Intelligence to Improve Social Skills for Elementary Students, Orlando, FL, 32817, UCP of Central Florida

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