Methodological principles to guide innovation in robot-mediated education for autistic pupils

This paper outlines a methodology for making an educational technology ready for being embedded in classrooms. It presents the theoretical orientation and methodological principles that informed the innovation process of the ROSA project (Robot-supported Education for Autistic Children): an interdisciplinary, complex and longitudinal research and innovation initiative involving autistic pupils, teachers, parents, innovators, technologists/developers, school managers and researchers from different disciplines. Underpinned by social learning theory, practical ethics, participatory design and co-creation theory, it was situated in a special school in Norway. Based on theoretical underpinnings and rigorous cross-disciplinary dialogues, five methodological principles emerged as preconditions for successful user-centred innovation: (1) iterative ethical reflection; (2) participation and co-creation; (3) dyadic systems convening; (4) learning from the practitioners and (5) learning from the autistic pupils. The paper discusses how these principles were implemented through a cyclical process of awareness, identification, reflection and action. The principles emphasized human interaction over technology-driven instruction and real-world applicability over theory- or interest-driven solutions. The paper makes a significant contribution to the empirical research on the methodology of innovation of robot-mediated education, and it provides guidance for researchers and policymakers on methodological principles for participatory and ethically responsible research and innovation in the field.