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Storytelling is an effective evidence-based practice as an accepted intervention by therapists for the therapy of children with autism spectrum disorder (ASD). Digital storytelling, particularly using smart tangibles, offers a structured, interactive and engaging environment for children with ASD allowing for repetition, offering feedback with visual supports, and giving the child more authority over the learning experience.

This study presents a co-designed approach to digital storytelling activities with smart tangibles for autism therapy, aimed at enhancing multiple social and behavioral skills. Through co-design sessions with therapists, activity flows and scenarios were developed to target specific skill improvements. These include free play exploration, positive stimulus introduction, fostering cooperation to address disturbances, and incorporating magical objects to facilitate peer turn-taking. Additionally, real-life connections were emphasized to promote emotional regulation and multicultural understanding while further activities are designed to overcome routine issues, build tolerance to change, and enhance cognitive structuring.

Feasibility was demonstrated through integration into therapy sessions of five children, where therapists independently utilized the system, fostering immersive and interactive storytelling experiences. Overall, the co-designed activities offer insights into enhancing therapy interventions for children with ASD beyond specific contexts, contributing to the broader design of autism therapy activities.

This paper describes the first steps of an ongoing participatory design with teachers from Switzerland to co-create Human-Robot Interaction setups for integrating children with migration history. The herein presented phase had two main goals: (i) initially mapping the current issues and the teachers’ strategy when integrating these children, and (ii) understanding teachers’ perceptions regarding social robots for this goal. Results show that teachers we interviewed are already using technology to communicate with immigrant children, not necessarily for inclusion or promote socialisation with their peers, but simply to understand them. Findings also point to a well-defined application of social robots in inclusion activities, even when never seeing or using them, which contradicts previous results in the literature and which gives potential ways to unfold the next steps of the participatory design.

Neurodivergent children with cognitive and communicative difficulties often experience a lower level of social integration in comparison to neurotypical children. Therefore it is crucial to understand social inclusion challenges and address exclusion. Since previous work shows that gamified robotic activities have a high potential to enable inclusive and collaborative environments we propose using robot-mediated games for enhancing social inclusion. In this work, we present the design of a multiplayer tangible Pacman game with three different inter-player interaction modalities: semi-dependent collaborative, dependent collaborative, and competitive. The initial usability evaluation and the observations of the experiments show the benefits of the game for creating collaborative and cooperative practices for the players and thus also potential for social interaction and social inclusion. Importantly, we observe that inter-player interaction design affects the communication between the players and their physical interaction with the game.