This paper investigates NAO robot’s role in supporting autistic students in real classroom settings. Most prior research focuses on one-on-one intervention, lacking group-based evidence. The study uses a within-subject design with six autism spectrum disorder (ASD) students, comparing robot-assisted and regular classrooms across attention, communication, interaction, and emotion. Statistical analyses reveal significant enhancements in attention duration, communication frequency, interaction scores, and positive emotions, with reduced negative behaviors. NAO’s compact design and predictable interaction reduce intimidation and boost sustained engagement. Findings validate the feasibility of robot-integrated teaching for ASD, providing a basis for long-term curriculum design. Limitations include small sample size; future research will adopt larger samples and longitudinal tracking.

The work entitled “Classroom Performance of Students with Autism in Interaction with the NAO Robot” was published on Frontiers of Digital Education (published on April 25, 2026).
DOI:10.1007/s44366-026-0083-1