The implementation of the project aimed to achieve several objectives such as: Foster hands-on learning and acquisition of technological skills among students through interaction with humanoid robots. Encourage collaboration among students, encouraging them to work together to solve problems and assigned tasks, using robots as a tool for cooperation. Introduce innovative teaching methodologies that leverage humanoid robot technology to make learning more engaging and effective. Foster the development of skills in Science, Technology, Engineering and Mathematics (STEM) through practical and applied activities involving robots. Encourage students' creativity in applying technological solutions, exploring new ideas and designing new features for humanoid robots. Use humanoid robots to improve students' social skills, encouraging communication and interaction in a technological context. To offer students practical experiences that reflect the challenges and opportunities of the technological world, preparing them for future careers and increasingly digital work contexts.
Our school applied for the Au(toma)tism project because it wanted to deal with a new educational paradigm based on the use of humanoid robots. The aim was to create an engaging classroom environment that stimulated students to explore, learn and develop relevant skills such as understanding and participating in the evolving technological world. Nao and Pepper are educational tools that, if included in educational activities in order to create an active bridge between subjects and contents of the subject, can facilitate motivation, also stimulating interaction between peers and with adults. Humanoid robots are, therefore, extremely interesting educational tools with which to start a lesson, close it or organize it into segments, thus attracting attention or keeping it high. Robots are very effective especially for students with special educational needs. There is evidence that students with ASD feel more included in teaching augmented by humanoid robots, which stimulate engagement with the group and the lesson itself. The introduction of humanoid robotics into educational practices also facilitates creative dynamics typical of divergent thinking