Metacognition, Mindfulness and Robots for Autism Inclusion

Eleni Mitsea, Niki Lytra, Antigoni Akrivopoulou, Athanasios Drigas


Autism is a neurodevelopmental disorder with multi factorial causes, characterized by major cognitive deficits in communication, socialization and emotion recognition and management. Children with autism face a memory mechanism malfunction, difficulty in the control processes (i.e attentional regulation and / or organizing their knowledge in order to make the appropriate decisions solving problems), making it difficult for them, adapt to various environmental changes. Many researchers have shown the effectiveness of robots in developing metacognitive skills to autistic children, as well as in improving social skills, emotion awareness and communication. This article highlights the detailed research took place between 2010 - present, while examining the impact of robots on autistic children through their interaction, use of art, programming, cooperative games and mindfulness training. The outcome of this review emphasizes to the ability of children, to manage and develop mechanisms such as self-control, self-reflection, visualization, focus attention, self-evaluation, self-regulation among others, necessary for their self-awareness. These results to helping children develop the higher mental abilities needed, so that decision-making and problem-solving achieved in their daily life.  


autism, human-robot interaction, robots design, cognitive deficits, executive functions, meta-cognition, mindfulness, coding

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International Journal of Recent Contributions from Engineering, Science & IT (iJES) – eISSN: 2197-8581
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