A Multimodal UX-Oriented Evaluation of Robot-Mediated Activities for Children with ASD: Implications for Teacher-Led Interaction

This study investigates the user experience (UX) of game-based activities within a school-based social robot intervention for children with ASD and examines changes in task-related performance across robot-led and teacher-led structured communicative–linguistic activities. A multimodal methodology combines quantitative measures (accuracy, response time, and physiological signals) with qualitative teacher feedback. The results reveal limited significant differences in accuracy and other performance variables; however, response time decreased significantly across repetitions and was lower in teacher-led sessions. These findings indicate improved task-response efficiency and suggest a possible facilitation pattern in subsequent human-led interactions, although this effect cannot be disentangled from practice or order effects because of the sequential design. Rather than demonstrating broad linguistic gains, the study highlights the value of multimodal UX-oriented evaluation for identifying design limitations, refining robot-mediated educational activities, and supporting teacher involvement in ASD interventions.