ASDesign: A User-Centered Method for the Design of Assistive Technology That Helps Children with Autism Spectrum Disorders Be More Independent in Their Daily Routines

  Citation: Cañete, R.; Peralta, M.E. ASDesign: A User-Centered Method for the Design of Assistive Technology That Helps Children with Autism Spectrum Disorders Be More Independent in Their Daily Routines. Sustainability 2022,14, 516. https:// doi.org/10.3390/su14010516 Academic Editor: Barbara Motyl Received: 1 December 2021 Accepted: 28 December 2021 Published: 4 January 2022 Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. Copyright: © 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/). sustainability Article ASDesign: A User-Centered Method for the Design of Assistive Technology That Helps Children with Autism Spectrum Disorders Be More Independent in Their Daily Routines Raquel Cañete * and M. Estela Peralta Escuela Politécnica Superior, Departamento de Ingeniería del Diseño, Universidad de Sevilla, 41011 Sevilla, Spain; [email protected] *Correspondence: [email protected] Abstract: COVID-19 has posed new physical and mental challenges for the population worldwide, establishing social and structural changes in the labor market that could be maintained and implemented permanently. This new reality will require new strategies to improve family and work conciliation, which is especially challenging for families with children suffering from psychological pathologies such as autism spectrum disorder (ASD). These changes have led to more frequent and intense behavioral problems, causing stress, anxiety, and confusion for these children and their families. Thus, the need to have tools that help parents reconcile work with the care of these children, who have low autonomy, is reinforced. This work develops a method for the design of assistive technology and smart products to support children with ASD in following a routine and managing tasks autonomously. In this way, the article analyzes the design problem including the needs and preferences of children with ASD and their parents during confinement in terms of dependence and adaptability; develops a design method for interactive and smart products focused on children with ASD in confinement situations; and validates this method in a case study, in which a robot is developed that makes it easier for children with ASD to follow a routine. Keywords: assistive technology; smart products; autism spectrum disorder; self-managed tasks; confinement periods; inclusive design 1. Introduction COVID-19 has posed new physical and mental challenges for the population worldwide. The confinement and disruption of daily routines have led to a series of psychological consequences that society now has to face. This reality is aggravated in those who suffer from psychological pathologies, such as autism spectrum disorder (ASD). Unpredictable changes in routine can lead to serious difficulties for children with ASD. Their behavioral inflexibility causes significant interference with their behavior in different contexts, even for those at the milder end of the spectrum. Additionally, the difficulties they present in planning and organizing skills cause low self-autonomy and the inability to self-manage. A survey conducted by the University of Verona and King’s College London on how children with ASD are experiencing the COVID-19 pandemic concludes that they “are particularly at risk due to their vulnerability to unpredictable and complex changes” [ 1 ]. The results of this study show that the experience of confinement led to more frequent and intense behavioral problems, as the unpredictability of the situation caused stress, anxiety, and confusion for these children. Additionally, this situation has been particularly complex for parents. The need to work from home, together with the difficulties that their children face to self-manage their day-to-day, has generated stressful situations derived from the disruptive behavior of their children. Planning daily activities and reconciling family life has become a chal- Sustainability 2022,14, 516. https://doi.org/10.3390/su14010516 https://www.mdpi.com/journal/sustainability Sustainability 2022,14, 516 2 of 27 lenge. On top of this, we could add the anxiety caused by the difficulty of these children understanding the situation [2]. Despite this, the confinement experience has raised interesting social changes that could be maintained and definitively implemented in daily life, such as teleworking, online education, and intensive or reduced working hours [ 3 – 5 ]. In addition to this, the new trends in automation and Industry 4.0 are leading to new professional roles which are geographically distributed, requiring more responsibility and flexibility. All this will require families and professionals to adopt new strategies to improve family and work reconciliation, a particularly important challenge for families with children with special needs. Both in periods of confinement and these future contexts, the need for assistive technology is emphasized [ 6 ]. Traditional tools (low-tech), although beneficial, can be inflexible and monotonous, leading to a loss of interest on the part of the children. Moreover, they require constant interaction with an adult. In contrast, there are other tools (mid- to hightech) that integrate smart behavior and interactively adapt to the child’s development, which favors the evolution of the child. Their dynamic content is more attractive, and they autonomously provide constant instructions, facilitating user independence. It should be noted that an assistive technology product aimed at people with ASD must be accessible from the physical, cognitive, and sensory dimensions. Currently, the variety of frameworks, methodologies, and tools for design specialized in ASD is scarce. There are general frameworks for universal design [ 7 ], design processes for people with special needs, and a series of tools focused on participatory and collaborative design. However, there is no single universal methodology for the design of assistive technology specialized in ASD, and not everything available can be applied to smart products. In addition to this, no methodology has been found in the scientific or technical literature aimed at designing interactive and smart products specialized in ASD for confinement or isolation contexts. The identification of the needs of these children and their families during confinement is essential to be able to make an attractive and useful product. With this goal, the following research question was asked: How can assistive technology help children with autism and their parents to plan and self-manage their day and thus prevent episodes of stress, anxiety, and frustration for both during periods of confinement? To answer this question, this work develops the ASDesign method. It is a method for the design of assistive technology and interactive and smart products that supports children with ASD in following a routine and managing tasks autonomously in confinement contexts. Within this scope, confinement is understood as a period in which someone is locked up or confined in a certain place or within limits [ 8 ]. It can occur for both desirable causes (teleworking, work − family conciliation, vacations, care of relatives, etc.) and undesirable or unexpected causes (rest or sick leave, health emergency, etc.). This method, based on usercentered design, will facilitate the proposal of mid and high-tech solutions that children can use comfortably and safely while alone and with less frequent parental supervision. To this end, this work is structured as follows; Section 2presents a context analysis, which justifies the knowledge contribution of this research, including a market study and the new needs arising from the COVID-19 pandemic. Section 3shows the methods and materials used for the development of the ASDesign method and develops the proposal in detail. Section 4validates this method in a case study that includes the design of a robot that allows the configuration and monitoring of a daily routine. Finally, Section 5discusses the results and main conclusions of this work. 2. Context Analysis The American Psychiatric Association defines ASD as “a complex developmental condition that involves persistent challenges in social interaction, speech, and non-verbal communication, and restricted/repetitive behaviors” [ 9 ]. According to Autism Speaks [ 10 ], today 1 in 59 children has ASD. There are two fundamental symptoms of autism: Sustainability 2022,14, 516 3 of 27 (i) persistent impairments in communication and social interaction and (ii) restrictive and repetitive patterns of behavior, interests, or activities. The areas where they have the most difficulties are social interaction, imagination, and communication. Therefore, people with ASD tend to isolate themselves and show no interest in others. This is accentuated for those who present communication difficulties due to speech delays or, in some cases, the absence of verbal communication. In turn, they avoid eye contact, as well as physical contact, in addition to having difficulty showing their own emotions and understanding those around them. Their social imagination is limited: they tend to avoid symbolic games and often repeat the same game, or even the same movements, continuously. Sudden changes or disruptions in their daily routine can be a great frustration for them. On top of this, they show limited attention, cannot concentrate on a task for too long, and may exhibit sensory processing disorder. COVID-19 and lockdown have caused serious difficulties for children with ASD and their families. The limitations of physical space and the transformation of their daily routine (including the disruption of diet and sleep, as well as the interruption of teaching, therapies, and sessions in special centers) are generating a very significant mental and emotional impact [ 2 , 11 – 13 ]. Although several of these services have been offered online, experts argue that they are less effective than those received in person [ 14 ]. In addition to this, it should be noted that the online modality has caused interruptions or cancelations of activities due to technical difficulties or digital poverty in some families [ 11 , 15 , 16 ]. The lack of availability of these resources causes uncooperative and disruptive behavior in children, including periods of anxiety derived from the impossibility of understanding the situation [ 2 ]. Fundamentally, the most common consequences have been stress, anxiety, behavioral problems, emotional crises, irritability, obsession, hostility, impulsivity, repetitive behaviors, eating disorders, and insomnia. However, many parents considered satiety one of the biggest problems during the pandemic, stating that there was a “significant reduction in the time children spent with their favorite objects” [ 12 , 17 ]. Several factors have accentuated these consequences: (i) age (the younger the child, the more stress the parents suffer) [ 18 , 19 ]; (ii) degree of disorder (children with a higher degree have suffered more stress, as well as their relatives); (iii) disruption of routine (children at the “mild end” of the spectrum who were used to attending school and other activities suffered stronger behavioral disorders than those who were used to staying at home) [ 19 ]; (iv) economic situation (the loss of work and onset of economic difficulties have increased stressful situations, since many families could not afford online treatment or lacked the necessary technology to be able to receive it) [ 18 ]; (v) health risk factors (homes with high risk could not accommodate specialized professionals at home) [19]; and (vi) cultural aspects [18]. This situation has also been especially difficult for parents due to the need to combine the workday with the care of their children [ 17 ]. Many of the tasks and responsibilities that were previously distributed among several agents (teachers, therapists, etc.) have had to be carried out by parents, assuming the different roles without having the necessary knowledge and resources [ 11 – 13 , 16 ]. Regarding these difficulties, experts have given a series of guidelines to try to reduce stress and frustration [ 2 , 17 , 20 ], with some of the most common ones as follows: - Structure daily activities. - Divide daily activities to establish new routines. - Use visual tools to help the child understand and self-manage their day. - Choose the activities that your child prefers. - Include serious games that help the child improve certain skills. - Include parents in activities and avoid isolation from the child. - Maintain contact with schools, therapists, and other children. - Leave free time. - Try to give relaxing resources: relaxing space, physical exercise, or sensory stimuli. - Explain what COVID-19 is in a simple way. Sustainability 2022,14, 516 4 of 27 Most of these guidelines focus on planning the day in a way that helps children follow a clear temporal structure. Despite the efforts made by parents to try to control the situation, they reported the need for more support to preserve their children’s mental health, as well as their own [ 1 , 12 , 18 ]. Therefore, experts state that to help children with ASD during these situations, it is essential to focus the research and intervention efforts not only on the child, but also on the development of appropriate support tools for their parents [ 12 , 13 , 16 ]. These tools are part of what we know as assistive technology. The International Classification of Functioning, Disability, and Health (CIF, WHO, Geneva, Switzerland) defines assistive products and technology as “any product, instrument, equipment, or technology adapted or specially designed to improve the functioning of a person with a disability” [ 21 ]. This assistive technology differentiates between “lowtech” (traditional tools and methods that use noninteractive products or do not use energy), “mid-tech”, and “high-tech”. The low-tech tools used in language therapies are based on augmentative and alternative communication systems (AAC), based on the use of symbols or images as a form of expression. The most common approach within these systems is the Picture Exchange Communication System (PECS), where users communicate their needs and preferences by exchanging images. Usually, these images and drawings are collected in a book that users carry with them. Specifically, there are several tools to assist in task planning, such as visual task sequences, choice boards, first-after sequences, visual schedules, key phrase symbols, and tags [ 22 ]. These tools are typically used at home, schools, and special centers to help children with autism know exactly how the day will evolve and avoid episodes of frustration and emotional breakdowns. There is a wide variety of products available for this purpose in the market. One of the main drawbacks of conventional tools is that they are very rigid and do not adapt to the evolution of the user’s needs. Therefore, mid-tech (with simple electronic elements, such as recorders, e-books, headphones, and visual timers [ 23 ]) and high-tech products (with electronic and computerized elements that improve efficiency, speed, and accessibility) implement interactive or intelligent actions with multisensory reinforcements, making the user experience self-adaptive, dynamic, and intuitive. The last group also includes mobile applications such as the Happy Kids Timer Chores App [ 24 ] and the Choiceworks App [ 25 ] or the emerging field of the development of assistive robots. These collaborators can have very positive effects on the development of social skills of children with ASD; in addition, they have an immediate positive effect on communication skills [ 26 ]. The repetitive and predictable behavior of these tools provides a greater sense of security to the child [ 27 ]. They can also be easier to understand, as they continuously display instructions and comments. Most children with ASD have been shown to exhibit a clear preference for robots [ 28 ]; the game is visually more appealing than individual tasks with parents, therapists, or non-robotic toys. In addition to this, the appearance of robots can stimulate social interaction skills, such as eye contact or communication [ 27 ], and can motivate the child to talk, learn, or share interests with others, also improving communication [ 29 ]. Finally, they can also help detect and understand emotions and social behaviors [ 30 ]. To this we must add that many of them do not require the child to own a phone or tablet, avoiding the continuous supervision of the parents. Examples of these robots are Leka [31] and Kaspar [32]. One of the main disadvantages of these products is their affordability; due to their high price, they are mostly used as a professional tool in therapy. On the other hand, most robots focus on improving social skills, and as stated by the Japan Society of Instrument and Control Engineers (SICE, Chiyoda City, Japan) (2019), the development of robots aimed at monitoring the daily routine of children with autism to integrate into real society remains unexplored [33]. Therefore, the line of research in which the ASDesign method is developed is an incipient and interesting area of work that contributes to improving the well-being of children with ASD and their families during confinement periods. Sustainability 2022,14, 516 5 of 27 3. Materials and Methods This section describes the proposal of the ASDesign method and its application context; for its development, the following stages were carried out, which will be explained in the following sub-sections: - User analysis, context of use, and definition of needs (Section 3.1). Development of the ASD_T1 design module of the method. - Definition of functional and technical requirements as well as design parameters of assistive technology (Section 3.2). Development of the ASD_T2 and ASD_T3 design modules of the method. - Definition of the design process for ASDesign and application requirements (Section 3.3) Due to the fact that the definition of the target user of ASDesign is complex (parents and children with autism in a domestic context in periods of confinement), it was established that the method would include a set of tools or modules, called “ASD_Tnum modules”, that would facilitate decision-making throughout the design project. These modules, as will be explained later in the following subsections, allow special needs to be selected and make it easier to establish their relationship with functional requirements and optimal design variables. 3.1. User Analysis and Definition of Needs Every product design process begins with the analysis of the user’s needs. In the design problem solved by the ASDesign method, two groups of needs are identified: (1) the basic needs of ASD and (2) the specific needs derived from confinement. First, to define basic needs, it is necessary to take into account the severity of children’s difficulties, currently classified into three levels of autism [ 9 ]. This work focused on the mildest level of the spectrum (level 1). Children in this range may have deficiencies in social communication if they do not have sufficient support, and have little interest (and difficulty) in initiating social interactions, in which they also show atypical or insufficient responses. On the other hand, behavioral inflexibility generates significant disorders in their behavior in different contexts. They have difficulty alternating activities, organizing, and planning, which entails little autonomy and independence. Table 1shows the basic ASD needs included in the ASDesign method. Table 1. Definition of basic ASD needs (BN). Basic Needs of ASD Objectives Development, maintenance, and understanding of relationships Adapt behavior to different contexts Attention Obtain and maintain the child’s attention Emotional reciprocity Express preferences and ideas Initiate and maintain social interactions Restrictive and repetitive patterns of behavior Disproportionate and repetitive gestures Small variety of interests Inflexibility in routines Stress and frustration to changes Environment and social awareness Social and environmental awareness Motivation Motivation and goal setting Disruptive behavior Behavior management As a second step, the definition of needs during periods of confinement was carried out through three phases: (1) analysis of research in the socio-health, psychological, and Sustainability 2022,14, 516 6 of 27 sociological areas, (2) interviews with professionals, and (3) analysis of the behavior of the target user through a questionnaire. The first phase included an analysis of the state of the art and selection of different statistical studies and research carried out during the confinement period; in general, these studies were based on interviews with parents of children with ASD and professionals in the areas of medicine and psychology [ 1 , 2 , 11 – 20 ]. This phase made it possible to identify the greatest difficulties that families experienced during the pandemic, psychosocial risk factors, and main consequences, in addition to a set of expert recommendations to reduce impact. To complete the above information, as a second phase, a semi-structured interview was conducted with a pediatrician from an ASD association. The objective was to collect the specific experiences and intervention activities carried out by specialized centers after the COVID-19 interruption. As a result of technical analyses 1 and 2, a first classification of the most significant difficulties was obtained, which was later translated into needs for the ASDesign method: - The attention required by the child. - Combine work and childcare. - Calm the child in times of stress. - Getting the child to focus on an activity or product. - Explaining the pandemic situation to the child. - Structuring or planning daily activities. - Getting the child to do certain activities he or she does not like. On the other hand, and with the aim of gaining a deeper understanding of the experience of the target user in the periods of confinement, the user’s behavior was analyzed through a questionnaire aimed at parents of children with ASD. It was answered by 51 subjects . Most of the children represented in this research are under 10 years old (62%), and most of them received online support from professionals (61%). The questionnaire included three blocks of questions to obtain different information: - BLOCK 1: Composed of 10 questions about the situation of children with ASD during confinement. It made it possible to identify the greatest difficulties for parents regarding their children and the order of priority of these demands. - BLOCK 2: Composed of 6 questions on the use of low, medium, and high technology tools. The result was the identification of tools used to plan the routine, the frequency of use, and the evaluation of usability. On top of this, it explored whether the tools were interactive (mid to high-tech), collecting the reasons for preference of use over conventional tools (low-tech). - BLOCK 3: Composed of 3 questions about purchasing behavior. It led to the aspects that influence the purchasing decision, as well as the priorities of parents when deciding on a product or tool for their children. In the first block, the results show that 19% of parents did not consider confinement a difficult period for their children, but for themselves. However, on the other hand, this percentage of users argues that one of the biggest difficulties had been to calm their child in emotional crises. That is, parents agree that the confinement was worse for them; however, they verify the existence of emotional crises in their children in this period. On top of this, this block showed that only 29% of the parents combined work and the care of the child (49% had to dedicate themselves exclusively to the care of the child, 16% had to leave home to work onsite, and 6% worked from home while someone else took care of their child). This information is consistent with the conclusions of Phase 1: needs analysis (statistical studies and research published in the scientific literature). Regarding the identification and prioritization of difficulties, the questionnaire led to the classification of the different demands of the children according to the stress they generated (Table 2). The hierarchy was carried out using a weighting factor to synthesize the results and establish the order of priority of the specific needs of the confinement (CNi). The weighting factor was established following these steps: (I) participants ranked the Sustainability 2022,14, 516 7 of 27 confinement needs (CNi) from most to least difficult (Positions P1–7); (II) the frequency for how many times each confinement need (CNx) appeared in each position (Pj) was established (Fxj); (III) all frequencies were divided between the number of responses I; (IV) the resulting value for each position (Fxj/R) was multiplied by a scaling factor according to the position (Pj) (P1 = 7, P2 = 6, P3 = 5, P4 = 4, P5 = 3, P6 = 2, P7 = 1); (V) the results were recorded as the weighting factors. Table 2. Specific needs of the confinement (CNi). Specific Needs of Confinement—Priority Order Weighting Factor N1 Maintain the child’s attention and interest in a product or activity. 4.78 N2 Calm my child down in moments of stress. 4.45 N3 The attention required by the child. 4.13 N4 Getting the child to do tasks that he/she does not like. 3.98 N5 Structure and plan daily activities. 3.66 N6 Explain the pandemic situation to the child. 3.57 N7 Combine the workday with the care of the child. 3.36 The answers in block 2 (regarding the tools used and their functionality) showed that those of low technology (or traditional) were the most used and most valued, the most popular ones being: the visual task sequences, the visual daily sequences, the First- Then activities boards, and the choice boards [ 34 ]. Parents also added reward panels as a useful tool. Furthermore, only 22% of the families frequently used high-tech in the form of mobile applications to replace conventional tools. Regarding the evaluation of the functionality of the tools, the following design deficiencies were identified: lack of personalization (inserting desired activities) (with 25%), the required supervision (25%), loss of interest of the child (10%), and the need to have a mobile phone for its use (25%). Finally, only 1/51 children used high technology in the form of a robot or a similar product during confinement. Lastly, block 3 on purchasing behavior identified the design and functional requirements that influence the choice of low, medium, and high technology: have visual support (88%) and hearing support (94%), be easily transportable (98%), allow you to schedule activities in advance (90%), and allow the child to choose the activities at the time of use (94%). On a second level, to the given aspects, some parents added as priorities having different levels of difficulty, being affordable (price), and being intuitive. Once the three phases of the analysis of the target user were completed, the relationship between the specific needs of confinement (CNi) (Table 2) and the basic needs of ASD (BN) (Table 1) [ 9 ] was established. This made it possible to determine which basic needs of the disorder should be worked on for each specific need of confinement. The correct use of cross-relationships ensures that the product design is properly adapted to the complete needs and characteristics of these children. To make it easier for the design team to select cross-needs, the module ASD_T1 was developed (Table 3). Once the CNi (specific needs of confinement) are known, the design team can easily identify the basic needs of ASD that must be prioritized in the design of the product. It should be noted that although the specific needs N2 (Calm my child down in moments of stress) and N6 (Explain the pandemic situation to the child) have been included in the ASDesign method, they are too complex to solve with a product. Specifically, as the questionnaire showed, the last stage of the emotional crisis is the most difficult challenge for parents, when the child is already under a lot of stress. Trying to implement a solution at that point is extremely difficult. Instead, the right thing to do would be to identify the causes that led to the crisis in order to avoid the episode in the future. This is grounded on the concept of Positive Behavioral Support of proactive approach [ 35 ] and functional analysis, strategies that work on self-regulation to improve independence and autonomy. Sustainability 2022,14, 516 8 of 27 Table 3. ASD_T1. Relationship between basic ASD (BN) and confinement-specific (CN) needs. Basic Needs of ASD Specific Needs of Confinement N1 N2 N3 N4 N5 N6 N7 Development, maintenance, and understanding of relationships Adapt behavior to different contexts X X X X X X X Attention Obtain and maintain the child’s attention X X X X X X X Emotional reciprocity Express preferences and ideas X X X X X X X Initiate and maintain social interactions X X X X X X Restrictive and repetitive patterns of behavior Disproportionate and repetitive gestures X X X X X X Small variety of interests X X X X Inflexibility in routines X X X X X X Stress and frustration to changes X X X X X X Environment and social awareness Social and environmental awareness X X X X X X X Motivation Motivation and goal setting X X X X Disruptive behavior Behavior management X X X X X 3.2. Definition of Functional Requirements and Design Parameters The definition of crossed needs allows designers to translate the areas that we intend to work with or support using technology (signs, symptoms, and difficulties of ASD) into design strategies: (1) functional requirements and (2) design parameters. First, functional requirements define the functions of the system (technology or components). They specify the behavior between inputs and outputs of resources (information, energy, materials, or space), which are exchanged in the user–product environment. In the design process, it is necessary to have a correct translation of needs into functional requirements. In the ASDesign proposal, for all the crossed relationships of the module ASD_T1 (BN + CN), the functional requirements (FR) to be taken into account in the product design were identified. In addition to this, non-functional or quality requirements (NFR) were defined; these refer to the properties of the product (usability, safety, comfort, adaptability, performance, and transportability). Finally, the smart requirements (SR) for the design of high-tech products were identified. To facilitate the translation of needs (BN + CN) into requirements (FR, NFR, and SR), the module ASD_T2 was developed. Figure 1shows the structure and its purpose and can be checked in detail in Annex I. Sustainability 2022, 14, x FOR PEER REVIEW 9 of 28 quality requirements (NFR) were defined; these refer to the properties of the product (usability, safety, comfort, adaptability, performance, and transportability). Finally, the smart requirements (SR) for the design of high-tech products were identified. To facilitate the translation of needs (BN + CN) into requirements (FR, NFR, and SR), the module ASD_T2 was developed. Figure 1 shows the structure and its purpose and can be checked in detail in Annex I. Figure 1. ASD_T2 for the translation of needs (N) into functional requirements (FR). As a second step, and derived from the relationship between crossed needs (BN + IN)i and functional requirements (FRj, NFRij and SRij), the design parameters (DP) are identified, being the specifications and constraints required in the conceptual and detail design phases to develop the best solution. The definition of design parameters in the ASDesign method was carried out taking into account the special physical, sensory, cognitive, and social characteristics of children with ASD. The definition of design parameters consisted of four phases: i. An exhaustive review of the scientific and technical literature and the latest research on products aimed at children with ASD [36–40]. ii. Analysis of interactive products [41–47] and robots for children with ASD [48–51]. iii. Market research focused on children with disabilities and developmental disorders [52,53]. iv. Compilation and synthesis of the results of a semi-structured interview conducted with a specialist doctor belonging to an association for children with ASD. Specifically, the interview concluded the routines, tools, methodologies, and other elements that are used in this type of association to maintain the attention and motivation of the children when following a sequence of activities. Most of these proposals referred to conventional methods and low-tech products. The four previous activities made it possible to identify guidelines for the design (DPjk) and constraints (DCjk) of medium- and high-tech products for these children. To facilitate the selection of DPs, module ASD_T3 was developed. Figure 2 shows the structure of the module and its purpose and can be checked in detail in Annex II of the work. Figure 1. ASD_T2 for the translation of needs (N) into functional requirements (FR). As a second step, and derived from the relationship between crossed needs (BN + IN)i and functional requirements (FRj, NFRij and SRij), the design parameters (DP) are identified, being the specifications and constraints required in the conceptual and detail design phases Sustainability 2022,14, 516 9 of 27 to develop the best solution. The definition of design parameters in the ASDesign method was carried out taking into account the special physical, sensory, cognitive, and social characteristics of children with ASD. The definition of design parameters consisted of four phases: i. An exhaustive review of the scientific and technical literature and the latest research on products aimed at children with ASD [36–40]. ii. Analysis of interactive products [41–47] and robots for children with ASD [48–51]. iii. Market research focused on children with disabilities and developmental disorders [52,53]. iv. Compilation and synthesis of the results of a semi-structured interview conducted with a specialist doctor belonging to an association for children with ASD. Specifically, the interview concluded the routines, tools, methodologies, and other elements that are used in this type of association to maintain the attention and motivation of the children when following a sequence of activities. Most of these proposals referred to conventional methods and low-tech products. The four previous activities made it possible to identify guidelines for the design (DPjk) and constraints (DCjk) of medium- and high-tech products for these children. To facilitate the selection of DPs, module ASD_T3 was developed. Figure 2shows the structure of the module and its purpose and can be checked in detail in Annex II of the work. Sustainability 2022, 14, x FOR PEER REVIEW 10 of 28 Figure 2. ASD_T3. Design parameters of robots for children with ASD. Although the module ASD_T3 includes a complete set of DPs, in the conceptual design phase, it is important to take into account the interdisciplinarity and collaboration between different areas. It will be indispensable, in addition to considering appropriate design strategies, to consider the theories, practices, and experiences existing in clinical and educational settings. This is the strategic key to achieving technology-enhanced interventions for users with ASD [54]. Therefore, to make the design project successful, it will be important to use creative techniques (interviews, questionnaires, workshops, research activities, etc.) [55] that allow the integration of different disciplines, such as engineering, psychology, medicine, or education. 3.3. ASDesign Method This section explains the ASDesign method in detail, specifically the applicability and steps to follow. It should be noted that the modules ASD_T1 (cross-relationships between ASD needs and special confinement needs), ASD_T2 (functional requirements), and ASD_T3 (design parameters) are the three basic tools of the method. These tools will be used throughout the design process of assistive products (medium or high technology) as facilitators in decision-making. 3.3.1. Scope of the ASDesign Method ASDesign is a user-centered design method; it is applicable in the development of assistive technology, in the form of interactive and smart products to support children with ASD in following a routine and managing tasks autonomously. The technology designed with this method can be used in periods of confinement; in addition, children can configure it comfortably and safely (and supervised by parents). In the ASDesign method, the term “confinement” is understood as a period in which someone is locked up or confined in a certain place or within limits [8]; this can be due to desirable reasons (teleworking, work-family reconciliation, vacations, etc.) and undesirable or unexpected reasons (rest or leave, illness, health emergency, etc.). 3.3.2. ASDesign Process Figure 3 sets out the flow chart of the main phases to follow. These phases are not strictly linear. Iteration between stages 5, 6, and 7 will allow the necessary adjustments to be made to design decision-making throughout the entire process. Figure 2. ASD_T3. Design parameters of robots for children with ASD. Although the module ASD_T3 includes a complete set of DPs, in the conceptual design phase, it is important to take into account the interdisciplinarity and collaboration between different areas. It will be indispensable, in addition to considering appropriate design strategies, to consider the theories, practices, and experiences existing in clinical and educational settings. This is the strategic key to achieving technology-enhanced interventions for users with ASD [ 54 ]. Therefore, to make the design project successful, it will be important to use creative techniques (interviews, questionnaires, workshops, research activities, etc.) [ 55 ] that allow the integration of different disciplines, such as engineering, psychology, medicine, or education. 3.3. ASDesign Method This section explains the ASDesign method in detail, specifically the applicability and steps to follow. It should be noted that the modules ASD_T1 (cross-relationships between ASD needs and special confinement needs), ASD_T2 (functional requirements), and ASD_T3 (design parameters) are the three basic tools of the method. These tools will be used throughout the design process of assistive products (medium or high technology) as facilitators in decision-making. 3.3.1. Scope of the ASDesign Method ASDesign is a user-centered design method; it is applicable in the development of assistive technology, in the form of interactive and smart products to support children with Sustainability 2022,14, 516 16 of 27 As shown in Figure 7, the design has four main stages that allow for creating a dialogue between parents, child, and robot. These stages are described below: 1. Stage 1. Establishment and approval of the routine : The robot suggests a possible routine to parents for the next day. Since the robot can record and interpret the child’s data (time spent on each activity, how the activity made him feel, and which tasks proved more difficult), Pepe suggests an adapted routine. This means that depending on the child’s performance, he/she will add or remove tasks, if necessary, combine the activities that the child likes or dislikes in the correct order, add games to help the child memorize the tasks, and change the images according to the level of difficulty in interpretation (going from <images> to <pictograms> to <text>). Parents, through a mobile application, will be able to modify and approve the routine. At first, Pepe will have a more rigid approach (the control of the activity depends on the parents); however, as the child progresses, Pepe will be more flexible and allow the child to choose more activities, gradually giving him more self-autonomy (see Figure 8a). 2. Stage 2. Presentation of First-Then activities : The robot gives the child a “welcome message” verbally and says it is time to start with the activities. It asks the child to turn it around. The back will always show which activity is going to be done first and which one is going to be done next. The robot will ask the child what activity is going to be performed next and ask for the “KeyCode” of the next activity (see Figure 8b). 3. State 3. Identification and introduction of the activity code : The “KeyCode” consists of a sequence of “shapes” that is connected to each activity. This code will be displayed in the app (to parents). Once the child has identified which activity is going to be performed “now” (first screen on the back), he/she must find out the code and enter it into the robot. The child enters the sequence using the SHAPE buttons on the robot to “unlock” the next activity. This stage will serve as a checkpoint (see Figure 8c). 4. Stage 4. Activity and subtasks : When Pepe detects the correct code, the screens display the main activity (large) and subtasks (small), along with lights on the timeline. The robot warns the child verbally about the beginning of the activity and indicates the first subtask. The first subtask will light up. As time passes, the lights on the timeline will begin to turn off. When the timeline approaches the next subtask, the robot will tell the child that it is time to move on to the next one. As the child finishes with one subtask, he or she moves the arrow to the next one (which will light up) and will press the YES button. When the YES button is pressed, Pepe verbally congratulates the child, and a star will appear in the completed subtask. The stars will be recorded in the app for parents and children to see. A certain number of stars will imply a reward. The app also informs parents of the child’s progress on tasks and subtasks (see Figure 8d). Sustainability 2022, 14, x FOR PEER REVIEW 17 of 28 As shown in Figure 7, the design has four main stages that allow for creating a dialogue between parents, child, and robot. These stages are described below: 1. Stage 1. Establishment and approval of the routine: The robot suggests a possible routine to parents for the next day. Since the robot can record and interpret the child’s data (time spent on each activity, how the activity made him feel, and which tasks proved more difficult), Pepe suggests an adapted routine. This means that depending on the child’s performance, he/she will add or remove tasks, if necessary, combine the activities that the child likes or dislikes in the correct order, add games to help the child memorize the tasks, and change the images according to the level of difficulty in interpretation (going from <images> to <pictograms> to <text>). Parents, through a mobile application, will be able to modify and approve the routine. At first, Pepe will have a more rigid approach (the control of the activity depends on the parents); however, as the child progresses, Pepe will be more flexible and allow the child to choose more activities, gradually giving him more self-autonomy (see Figure 8a). 2. Stage 2. Presentation of First-Then activities: The robot gives the child a “welcome message” verbally and says it is time to start with the activities. It asks the child to turn it around. The back will always show which activity is going to be done first and which one is going to be done next. The robot will ask the child what activity is going to be performed next and ask for the “KeyCode” of the next activity (see Figure 8b). 3. State 3. Identification and introduction of the activity code: The “KeyCode” consists of a sequence of “shapes” that is connected to each activity. This code will be displayed in the app (to parents). Once the child has identified which activity is going to be performed “now” (first screen on the back), he/she must find out the code and enter it into the robot. The child enters the sequence using the SHAPE buttons on the robot to “unlock” the next activity. This stage will serve as a checkpoint (see Figure 8c). 4. Stage 4. Activity and subtasks: When Pepe detects the correct code, the screens display the main activity (large) and subtasks (small), along with lights on the timeline. The robot warns the child verbally about the beginning of the activity and indicates the first subtask. The first subtask will light up. As time passes, the lights on the timeline will begin to turn off. When the timeline approaches the next subtask, the robot will tell the child that it is time to move on to the next one. As the child finishes with one subtask, he or she moves the arrow to the next one (which will light up) and will press the YES button. When the YES button is pressed, Pepe verbally congratulates the child, and a star will appear in the completed subtask. The stars will be recorded in the app for parents and children to see. A certain number of stars will imply a reward. The app also informs parents of the child’s progress on tasks and subtasks (see Figure 8d). Figure 8 shows a simplified drawing of the user-interface interaction for these stages. Figure 8. Human-interface interaction: main stages of the robot. ( a ) Creating a routine; ( b ) First-Then activities; (c) activity code; (d) activity and subtask. Figure 8shows a simplified drawing of the user-interface interaction for these stages. Sustainability 2022,14, 516 17 of 27 Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5details the user–product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishment and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Find desired command (P) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Check routine (P) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Decide whether to modify or approve (P) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Modification/ routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) The routine is approved (app) FR 5, 9 If the parent approves of the routine Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Sustainability 2022,14, 516 18 of 27 Table 5. Cont. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 2. Presentation of First-Then activities Verbal message: start routine FR 2, 4, 6, 10 Receive info: start the routine (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Ask the child verbally to turn it around FR 2, 3, 6, 10 Turn robot around (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Check position (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Shows activities First-Then FR 2, 4, 10, 11, 13 Receive info: tasks to perform (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Verbal message: identify the first activity and enter the code FR 3, 6, 10, 14 Identify the first activity (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Ask the supervisor for KeyCode (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Stage 3. Identification and introduction of the activity code The code is displayed in the app FR 3, 10, 15 Identify the activity (P) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Communicate the code to the child (P) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Allows code input FR 2, 3, 7, 15 Receive supervisor info: code (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Enter the code (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Check code (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Acquire emotion “HAPPY” FR 2, 4, 6, 16 If the code is correct Verbal message: “VERY GOOD” FR 2, 4, 6, 16 Plays “SUCCESS” melody FR 2, 4, 6, 16 Acquire “SAD” emotion FR 4, 6, 17 If the code is incorrect Plays “FAILURE” melody FR 4, 6, 17 Stage 4. Activity and subtasks Warns that the activity will begin FR 2, 4, 6, 10 Verify that the activity is going to start (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Displays tasks and subtasks FR 2, 4, 10, 11, 13 Receive info: task and subtasks to perform (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) The light for the first subtask comes on FR 2, 4, 10, 11 Identify the first subtask to perform (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Timeline lights up FR 2, 3, 4, 10, 13, 14 Receive info/check: start first subtask (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Start with the first subtask (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Time lights turn off progressively FR 2, 3, 4, 10, 13, 14 Receive/check info: time is passing (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Verbal message: time to switch subtasks FR 2, 3, 4, 10, 13, 14 Receive info: switch subtasks (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Move the arrow to the next subtask (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Check arrow position (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) The next activity light turns on FR 2, 3, 4, 7, 10 Press the YES button (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Verbal message: “VERY GOOD” FR 2, 3, 4, 6, 16 Plays “SUCCESS” melody FR 2, 4, 6, 16 Remember how long the subtask took FR 6, 8, 12 A star appears in the completed subtask FR 2, 4, 6, 16, 17 Verify: the activity is complete (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) The star is saved in the app FR 16, 17 Receive info: number of stars achieved (P, C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Sustainability 2022,14, 516 19 of 27 Table 5. Cont. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Update the parent (app) FR 1, 14, 18 Receive info: what the child is doing (P) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Warn the parent FR 7, 8 If the child does not state the progression in the subtasks Plays FINISHED melody FR 2, 4, 6, 10, 16 Check: activity is over (C) Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) LEGEND. Categorization of activities Action: includes attention, perception, decision-making, and action Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Verification: includes the attention, perception, and evaluation of the task itself and the state of the product Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Retrieval: includes attention, perception, decoding information, and interpretation Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Communication: includes attention, perception, decision-making, and data communication Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) Selection: includes attention, perception, and decision-making between two or more options Sustainability 2022, 14, x FOR PEER REVIEW 18 of 28 Figure 8. Human-interface interaction: main stages of the robot. (a) Creating a routine; (b) First- Then activities; (c) activity code; (d) activity and subtask. Pepe has an interactive interface (see interactive elements in Table 4) to control the different stages and interact through the different activities. Table 4. Interactive elements of the interface. Interaction Design Elements Function Screens Shows First-Then activities Shows images of activities; show the subdivision of tasks Shows the reward system to the child Red arrow Allows the child to point to a screen to mark the activity that is being carried out YES button Allows the child to confirm a response or action; affirmation SHAPE buttons Allows the child to enter the code (Key Code) LED lights Time count: indicates the time remaining for each activity Enhances what is being done at the moment Positive reinforcement Facial expressions, identity Speaker Child’s voice Guides through the time of use Positive reinforcement Time count Identity Music Indicates if the answer is correct Positive reinforcement Lastly, Table 5 details the user−product interaction, relating the functions and subfunctions (FR, NFR, and SR) and the corresponding actions of the user. Table 5. List of product functions and user actions. Product Functions User Actions P: Parent/Supervisor C: Child with ASD Functions Subfunctions/Functional Requirements Stage 1. Establishm ent and approval of the routine Routine proposal to parents The application is activated FR 1 Activate the application (P) Find desired command (P) Presents routine proposal (application) FR 8, 9, 11, 12 Request routine for X time (P) Check routine (P) Decide whether to modify or approve (P) Modificatio n/routine approval The routine is modified (app) FR 5, 9 If the parent modifies the routine The routine is approved (app) FR 5, 9 If the parent approves of the routine The routine is recorded and sent to the robot FR 6, 8, 12 Turn robot ON Robot ON FR 4 Press the ON/OFF button (C) Verbal welcome message FR 2, 3, 6 Check that the toy is on (C) The expression “SMILE” lights up FR 2, 3, 4, 6 Verbal message: start routine Receive info: start the routine (C) 4.4. Phases 6 and 7: Prototyping and Testing Once the detail design was established, the prototyping phase allowed the final proposal to be validated. As indicated by the ASDesign methodology, the prototype aims to validate the following aspects: (1) aesthetic (look and feel), (2) structural, (3) functional, (4) technical, and (5) integrated. For this work, technical, functional, and integration prototypes (where the look and feel aspects were also included) were developed. The technical prototype was manufactured using an Arduino and the Arduino software. It included buttons, photoresistors, and a clock module as sensors, and LED lights, a speaker, and a buzzer as actuators. This made it possible to test the following elements: (3) KeyCode State and (4) Activity State. All these functions, together with the corresponding lights and sounds, were tested. Thus, the electronic circuit was established to create the electronic skeleton of the robot (Figure 9, left). Subsequently, this skeleton was integrated into a working prototype to test the different user–product interactions. For this prototype, the “Wizard of Oz” prototyping method [ 57 ] was used for the screens, in order to get a complete perspective of the entire functionality (see Figure 9, right). Finally, an integration prototype (see Figure 10) was manufactured, including elements of materiality and appearance (look and feel) combined with the electronic skeleton. This was developed with the following materials: foam boards, cardboard, cork, felt, foam, bubble wrap, PET spiral bracelets, aluminum foil, and cellophane paper. This last prototype was tested with a child with ASD, a typically developing child, and an adult. For the test with the integration prototype (Figure 11), a list of assumptions to be validated was created: (1) structure and resistance, (2) visual elements, (3) sound elements, (4) motor action elements and (5) learning and understanding. From this test, it was concluded that the user was attracted to the robot, its shape, colors, and textures. The lights and sounds did not disturb him and the textures were attractive, especially the arms, as they quickly attracted attention. Facial expressions were also a key element in capturing the user’s attention. The way to interact with the different elements of the interface (arrow and buttons) was understood. The images (in this case pictograms) were understandable. Choosing answers in the interface, as well as entering the “Key Code”, was intuitive. Additionally, the sequence of moving the arrow and pressing the green button was clear to the user. The user was willing to play as long as they understood the flow of the interaction. This last aspect suggests that, for the early stages, an adult should be present and help the child. Sustainability 2022,14, 516 20 of 27 Sustainability 2022, 14, x FOR PEER REVIEW 20 of 28 Warn the parent FR 7, 8 If the child does not state the progression in the subtasks Plays FINISHED melody FR 2, 4, 6, 10, 16 Check: activity is over (C) LEGEND. Categorization of activities Action: includes attention, perception, decision-making, and action Verification: includes the attention, perception, and evaluation of the task itself and the state of the product Retrieval: includes attention, perception, decoding information, and interpretation Communication: includes attention, perception, decision-making, and data communication Selection: includes attention, perception, and decision-making between two or more options 4.4. Phases 6 and 7: Prototyping and Testing Once the detail design was established, the prototyping phase allowed the final proposal to be validated. As indicated by the ASDesign methodology, the prototype aims to validate the following aspects: (1) aesthetic (look and feel), (2) structural, (3) functional, (4) technical, and (5) integrated. For this work, technical, functional, and integration prototypes (where the look and feel aspects were also included) were developed. The technical prototype was manufactured using an Arduino and the Arduino software. It included buttons, photoresistors, and a clock module as sensors, and LED lights, a speaker, and a buzzer as actuators. This made it possible to test the following elements: (3) KeyCode State and (4) Activity State. All these functions, together with the corresponding lights and sounds, were tested. Thus, the electronic circuit was established to create the electronic skeleton of the robot (Figure 9, left). Subsequently, this skeleton was integrated into a working prototype to test the different user−product interactions. For this prototype, the “Wizard of Oz” prototyping method [57] was used for the screens, in order to get a complete perspective of the entire functionality (see Figure 9, right). Figure 9. Technical (left) and functional (right) prototype. Figure 9. Technical (left) and functional (right) prototype. Sustainability 2022, 14, x FOR PEER REVIEW 21 of 28 Finally, an integration prototype (see Figure 10) was manufactured, including elements of materiality and appearance (look and feel) combined with the electronic skeleton. This was developed with the following materials: foam boards, cardboard, cork, felt, foam, bubble wrap, PET spiral bracelets, aluminum foil, and cellophane paper. This last prototype was tested with a child with ASD, a typically developing child, and an adult. Figure 10. Integration prototype. For the test with the integration prototype (Figure 11), a list of assumptions to be validated was created: (1) structure and resistance, (2) visual elements, (3) sound elements, (4) motor action elements and (5) learning and understanding. From this test, it was concluded that the user was attracted to the robot, its shape, colors, and textures. The lights and sounds did not disturb him and the textures were attractive, especially the arms, as they quickly attracted attention. Facial expressions were also a key element in capturing the user’s attention. The way to interact with the different elements of the interface (arrow and buttons) was understood. The images (in this case pictograms) were understandable. Choosing answers in the interface, as well as entering the “Key Code”, was intuitive. Additionally, the sequence of moving the arrow and pressing the green button was clear to the user. The user was willing to play as long as they understood the flow of the interaction. This last aspect suggests that, for the early stages, an adult should be present and help the child. Figure 11. Testing the prototype with the user. 4.5. Design Validation The characteristics of the Pepe robot make it an interactive and smart product. This section evaluates the design, making use of different principles and data from the scientific and technical literature. This evaluation, together with the verification of the design through prototyping and testing with the target user, establishes the suitability of the ASDesign method. Figure 10. Integration prototype. Sustainability 2022, 14, x FOR PEER REVIEW 21 of 28 Finally, an integration prototype (see Figure 10) was manufactured, including elements of materiality and appearance (look and feel) combined with the electronic skeleton. This was developed with the following materials: foam boards, cardboard, cork, felt, foam, bubble wrap, PET spiral bracelets, aluminum foil, and cellophane paper. This last prototype was tested with a child with ASD, a typically developing child, and an adult. Figure 10. Integration prototype. For the test with the integration prototype (Figure 11), a list of assumptions to be validated was created: (1) structure and resistance, (2) visual elements, (3) sound elements, (4) motor action elements and (5) learning and understanding. From this test, it was concluded that the user was attracted to the robot, its shape, colors, and textures. The lights and sounds did not disturb him and the textures were attractive, especially the arms, as they quickly attracted attention. Facial expressions were also a key element in capturing the user’s attention. The way to interact with the different elements of the interface (arrow and buttons) was understood. The images (in this case pictograms) were understandable. Choosing answers in the interface, as well as entering the “Key Code”, was intuitive. Additionally, the sequence of moving the arrow and pressing the green button was clear to the user. The user was willing to play as long as they understood the flow of the interaction. This last aspect suggests that, for the early stages, an adult should be present and help the child. Figure 11. Testing the prototype with the user. 4.5. Design Validation The characteristics of the Pepe robot make it an interactive and smart product. This section evaluates the design, making use of different principles and data from the scientific and technical literature. This evaluation, together with the verification of the design through prototyping and testing with the target user, establishes the suitability of the ASDesign method. Figure 11. Testing the prototype with the user. 4.5. Design Validation The characteristics of the Pepe robot make it an interactive and smart product. This section evaluates the design, making use of different principles and data from the scientific Sustainability 2022,14, 516 21 of 27 and technical literature. This evaluation, together with the verification of the design through prototyping and testing with the target user, establishes the suitability of the ASDesign method. Through its different functions and elements, Pepe integrates the following perspectives of interactivity: (1) Dialogue interaction (interaction is perceived by children as a dialogue, where the different elements are used to provide information and wait for a response; in this case, the dialogue includes three actors: parents, children, and Pepe [ 58 ]); (2) System interaction (the process of learning and interpretation of information by the robot, to subsequently shape and establish how the dialogue will evolve) [ 58 ]; (3) Transmission interaction (present information to the child for him to learn and interpret) [ 59 ]; and (4) Agent-based interaction (based on the instructions given by the user to perform a specific task that determines how the user–product interaction will develop) [ 60 ]. The combination of these perspectives makes the interaction adaptive to the child’s development, resulting in an evolution of dialogue, thus being interconnected perspectives. The fact that it is also smart was demonstrated by Cagiltay et al. (2014), who argued that “smart toys are new forms of toys that incorporate tangible objects and electronic chips to provide two-way interactions that lead to purposeful tasks with behavioral or cognitive merit” [41]. According to Rijsdijk and Hultink, the seven dimensions of the smartness of a product are autonomy, adaptability, reactivity, multifunctionality, the ability to cooperate, human interaction, and personality [ 61 ]. Thus, the degree of smartness of a product is measured to the extent that it has one or more of the following characteristics. Table 6explores these dimensions. This check validates the ASD_T2 and ASD_T3 modules. Table 6. Smart dimensions of a product. Dimension Definition Implementation with ASD_T2 and ASD_T3 Autonomy The extent to which a product is able to operate independently and meet objectives without user interference. Although the collaboration of parents is required to insert preferences, Pepe guides the child throughout the day independently and without the need for supervision. Adaptability The ability of a product to improve the match between its functioning and its environment [62]. Pepe is able to save and interpret information about the child’s performance (time required by a task, how it makes him or her feel, which visual and auditory supports work best, etc.), continuously adapting its interactions to the needs of the child. Reactivity The ability of a product to react to changes in its environment [63]. Pepe is able to react to the child’s actions through the different sensors—buttons, light sensors, sound sensors, or time modules—and adapt its behavior. Multifunctionality A single product fulfills multiple functions [64]. Although it fulfills the main function of guiding the child through a routine, Pepe includes different modalities and subfunctions to meet this objective: establishment of a routine, the introduction of codes, monitoring of activities, monitoring of the child’s achievements, and help system. Ability to cooperate Ability to cooperate with other devices to achieve a common goal. In the case of this robot, it can be connected to the mobile application so that parents can insert their preferences, modify the routine, and be aware of what their children are doing. Human interaction The degree to which the product communicates and interacts with the user in a natural and humane way. The Pepe robot communicates with the user visually and verbally, in an intuitive way, using familiar expressions, facial expressions, and positive reinforcements that motivate the child. Personality The ability of the product to show the properties of a believable character [63]. The Pepe robot has a believable personality thanks to its material elements that give it a humanoid appearance (eyes, mouth, arms), as well as a child voice that gives it the personality of a playmate. Table 7compiles the set of results obtained from the testing according to the user experience analysis parameters as established by Donald Norman [65–67]. Sustainability 2022,14, 516 22 of 27 Table 7. Testing results: user experience analysis. Basis Usability Analysis Visibility All interface elements are visible. Having two different sides with screens creates two separate interfaces, avoiding distractions in the different stages. The design is safe. Feedback It is achieved with visual, perceptual, and proprioceptive stimuli. Every action of the product has immediate feedback, which keeps the child engaged. The lights and sounds do not disturb the child. Affordance All the affordances have an intuitive meaning that is easy for the user to understand. The green button and red arrow are very familiar. Mapping Having the screens in a horizontal disposition is intuitive for the child. The action−reaction consistency of musical sounds and lights is adequate. The “light count down” was not completely understood but could be due to the need of having a learning period. Constraints Correct. They reduce the probability of human error. The different simultaneous stimuli of the interface help to focus attention on the tasks and the product; the mechanical restrictions and design of buttons and arrow avoid unwanted actions and help to reduce errors by restricting the type of interactions that the user can carry out. Consistency Aesthetic, functional, internal, and external consistency is correct. The grip, movement, and stereotype patterns are correct. Reinforcements Correct. Through visual (light and color), auditory (musical sounds), and proprioceptive (textures, movements, grip, pulsation, pressure, and force generation) stimulation. Table 8compiles the set of results obtained from the testing regarding effectivity, efficiency, and satisfaction [ 68 ]. The results have been divided into two phases: (1) the learning period, which involved following simple instructions, and (2) following the activity, which involved understanding the complete flow of the interaction. Table 8. Testing results: effectivity, efficiency, and satisfaction. Effectivity Phase 1 Completed of activities: The child was able to complete simple instructions: move the arrow, press a sequence of buttons, turn the robot around. Failures: The child did not make many mistakes regarding simple instructions. Number of times that the child stopped the activity: When the child understood the instructions, there were no interruptions. Number of times that the child lost control over an activity: The child lost control because of a loss of attention, but not due to misunderstanding. Phase 2 Completed of activities: The child struggled to understand the flow of the interaction in such a short period. Only simple activities could be performed. Failures: The child was not able to follow the complete flow of an activity, reinforcing the need of a learning period. Number of times that the child stopped the activity : The activities had to be stopped several times because of a loss of attention. This could be because the prototype did not integrate real screens. Number of times that the child lost control over an activity : The child lost control because of a loss of attention and misunderstanding. Efficiency Phase 1 Time to complete the task: The simple instructions were completed immediately, which proves that the child understood the functionality of the different elements. Time loss due to errors: When the child understood the tasks, the tasks were completed quickly. The number of elements used from the interface: All elements on the interface were used. Time spent to learn : The simple instructions were easily understood and performed. The child was already familiar with the elements and sequence of use. Phase 2 Time to complete the task: The child was not able to complete the flow of an activity. Time loss due to errors: The loss of attention led to time loss. The number of elements used from the interface: All elements on the interface were used. Time spent to learn: Half an hour was not enough for the child to learn the flow of an activity. Satisfaction Phase 1 Positive reactions : The user enjoyed the sensory stimulation from the product: lights, music, tactile stimuli. He or she was attracted to the product. Times that the user encountered problems: The user did not encounter problems with simple instructions. Phase 2 Positive reactions : The user enjoyed the sensory stimulation from the product: lights, music, tactile stimuli. He or she was attracted to the product. Times that the user encountered problems : The user encountered problems understanding the whole activity, which led to a loss of attention. Sustainability 2022,14, 516 23 of 27 5. Results and Discussion ASDesign and the presented case study (the Pepe robot) fit the development of a user-centered methodology for assistive technology design in a domestic context that helps children with ASD plan and self-manage a daily routine. This methodology is based on the principles of Positive Behavioral Support; that is, it is committed to products that allow a long-term development and negotiation process in which the child with ASD learns to self-regulate progressively, with the ultimate goal of independence. In addition to this, the scope of the ASDesign method allows one to create products that can be used in periods of confinement. Although the line of work arises from the situation derived from the pandemic, the method extends the context of use to the new normal in which the reconciliation of the working day with the care of the child with ASD can be a challenge for many families. Thus, ASDesign is a methodology aimed at the design of assistive technology for children with ASD, which gradually helps them to become more independent in the follow-up of a routine, with the intention of improving their self-autonomy in situations in which they need support that cannot be granted given the social context in which they find themselves. Including desirable periods within the term “confinement” is of great interest. Several studies show that the experience of confinement caused by the health crisis has led to social and structural changes in the labor market that could be definitively implemented in daily life, such as telework, online training, or intensive or reduced working days, to which professionals and families must adapt [ 3 – 5 ]. In addition, the new trends in automation and industrialization 4.0 will generate positions with more responsibility, geographical distribution, and flexibility, which also means an alteration of the working schedule. The ASDesign method allows one to integrate into mid- and high-tech products the properties of multifunctionality, smartness, and interactivity, complying with the following principles: (1) Adaptability: Design of products that adapt to the needs, desires, and abilities of the child by collecting information from his performance with the product and interacting with parents. This adaptability allows assistive products to interact with the child and adapt to different needs; that is, technology changes its behavior as the child progresses. (2) Agent Design: It is important that products have the interaction design based on agencies [ 56 ] as an essential element. This will allow for a negotiation of responsibilities, giving control to the parents during the early stages and allowing the child to make decisions progressively. Products must be adapted to the needs and preferences of children, gradually giving them autonomy and therefore the independence they need for their social and personal development. (3) Sensoriality: Assistive technology should be designed based on the accentuated needs and special sensory characteristics that children with ASD have. ASDesign relies on extensive user analysis to design products that present and collect information in an intuitive and engaging way for these children. In this way, it proposes to move away from the limitations of 2D technologies and combine traditional (low) and computational (mid-high tech) elements and materials to ensure the safety, comfort, and correct physical, cognitive (perceptual, sensory, and emotional) adaptation of children with ASD. (4) Learning through play: ASDesign focuses on the planning and structuring of routines in a domestic context. Therefore, making use of the advantages offered by medium/high assistive technology, this methodology proposes a playful approach, in which routine gamification is put into practice by having a reward system to keep the child motivated. With these four principles, ASDesign can be applied to high-tech products that aim to help children with ASD be more independent in their daily routine. It has all the design stages, the task planning is correct, and the modules ASDT_T1, 2 and 3 have been validated. Sustainability 2022,14, 516 24 of 27 Lastly, as future lines of work, it would be interesting to expand the scope of the ASDesign methodology to the spectrum levels (2 and 3), enabling the design of interactive and smart products for other difficulties and needs of autism. Another future development would involve the creation of a module for the evaluation of design solutions, which would provide the design team with quantitative indicators of the adequacy of the potential design. Finally, the development of a computer application that facilitates the use of the ASDesign methodology is proposed, linked to a database that makes the update of the ASD_T2 and T3 tools more flexible. 6. Conclusions Although some parents have seen “positive” effects of confinement, for example, seeing their children be more relaxed by not feeling the pressure that exists in education centers for having to socialize with others or perform certain tasks, most studies show that negative effects have prevailed [ 11 , 15 ]. Children with ASD have experienced a loss of independence and communication skills [ 12 ]. Social isolation, lack of services due to the economic downturn, and job loss further accentuate the inequality of opportunity gap for children with ASD and their families [ 11 , 19 ]. On the other hand, many of the new daily and work practices derived from confinement (such as telework or the globalization of the labor market) could be implemented indefinitely, which will require new tools to address family reconciliation. This work develops the ASDesign method, a user-centered method for the design of assistive technology and smart products that helps children with ASD follow a routine and manage tasks autonomously. The method has the scope of user-centered technology design; that is, it can be used and configured comfortably and safely by children (and supervised by parents), thus helping them to plan a routine and be more independent in their day-to-day. This methodology has been applied to the Pepe Robot case study, which has obtained very good results when tested with the target user, thus validating the proposed method. This work aims to improve the living conditions, health, and social welfare of groups that have been negatively affected by the pandemic. This research contributes to engineering and design fields, and more specifically to the development of science that serves society, with the end goal of improving well-being and social sustainability. Author Contributions: Conceptualization, R.C. and M.E.P.; formal analysis, R.C.; investigation, R.C. and M.E.P.; methodology, R.C. and M.E.P.; software, R.C.; design and prototyping: R.C.; supervision, M.E.P.; validation, R.C. and M.E.P.; writing—original draft, R.C. and M.E.P.; writing—review and editing, R.C. and M.E.P. All authors have read and agreed to the published version of the manuscript. Funding: This research received no external funding. Institutional Review Board Statement: Not applicable. Informed Consent Statement: Informed consent was obtained from all subjects involved in the study. Written informed consent has been obtained from the patient(s) to publish this paper. Data Availability Statement: The data presented in this study (Annex I and II) are available upon request from the corresponding author. Acknowledgments: We thank TuYTEA, Asociación TAJIBO, Asociación Autismo Sevilla, Centro Psicopedagógico Impulso, el Gabinete LegoDUO, Asociación Seta, Neurointegra, and AOSA-TEA for their interest, commitment, and collaboration in the project. Conflicts of Interest: The authors declare no conflict of interest. References 1. Colizzi, M.; Sironi, E.; Antonini, F.; Ciceri, M.L.; Bovo, C.; Zoccante, L. Psychosocial and Behavioral Impact of COVID-19 in Autism Spectrum Disorder: An Online Parent Survey. Brain Sci. 2020,10, 341. [CrossRef] 2. Smile, S.C. Supporting children with autism spectrum disorder in the face of the COVID-19 pandemic. CMAJ 2020 ,192, E587. [CrossRef] Sustainability 2022,14, 516 25 of 27 3. Baert, S.; Lippens, L.; Moens, E.; Sterkens, P.; Weytjens, J. How Do We Think the COVID-19 Crisis Will Affect Our Careers (If Any Remain); Global Labor Organization: Essen, Germany, 2020. 4. Baert, S.; Lippens, L.; Moens, E.; Sterkens, P.; Weytjens, J. 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