Understanding Robot Gesture Perception in Children with Autism Spectrum Disorder during Human–Robot Interaction

Abstract

Social robots are increasingly being used in therapeutic contexts, especially as a complement in the therapy of children with Autism Spectrum Disorder (ASD). Because of this, the aim of this study is to understand how children with ASD perceive and interpret the gestures made by the robot Pepper versus human instructor, which can also be influenced by verbal communication. This study analyzes the impact of both conditions (verbal and nonverbal communication) and types of gestures (conversational and emotional) on gesture recognition through the study of the accuracy rate and examines the physiological responses of children with the Empatica E4 device. The results reveal that verbal communication is more accessible to children with ASD and neurotypicals (NT), with emotional gestures being more interpretable than conversational gestures. The Pepper robot was found to generate lower responses of emotional arousal compared to the human instructor in both ASD and neurotypical children. This study highlights the potential of robots like Pepper to support the communication skills of children with ASD, especially in structured and predictable nonverbal gestures. However, the findings also point to challenges, such as the need for more reliable robotic communication methods, and highlight the importance of changing interventions tailored to individual needs.