Evaluation of a Writing Skill Enhancement System Through Dialogue for Children with Developmental Disorders Using Companion Robots

We have developed a writing skill enhancement sys-tem through dialogue for children with developmental disorders and investigated the impact of the presence or absence of a companion robot and differences in input methods. Some children with developmental disorders struggle with sentence writing skill. Although previous research has discovered the effectiveness of a robot intervention in social skill training for children with developmental disorders, few studies have conducted writing skill training for them and demonstrated its effectiveness. In this study, we aim to investigate four types of writing skill enhancement systems through dialogue with presence/absence of a companion robot and input methods (speech recognition/typing) for the effectiveness of improving the writing skills of children with developmental disorders. The dialogue system uses Chat-GPT, ChatAPIs, to generate responses. This paper investigated the four developed writing skill enhancement systems targeted at university students as a preliminary experiment for testing with children with developmental disorders. Experimental results showed a tendency to elicit a large number of words from the students through the interaction with the system using speech recognition and a companion robot. In addition, there was no consistent trend between the survey results and the system that was found to be most suitable, indicating the possibility of not being able to select an effective system based only on survey results.