No abstract

In recent years there has been an increasing awareness about the importance of involving children with special needs in the process of designing technology. Starting from this perspective, the paper presents the participatory design process carried out with children with autistic spectrum disorder for the design of a Kinect motionbased game aimed at fostering social initiation skills. By describing the strategies used for the design of the activities, we will suggest possible approaches aimed toward widening the space for contributions of children and including them at a more creative level. Within that, major emphasis will be dedicated to discussing the "empowering dimension" of participatory design activities as an instrument to enhance benefits both for design results and for the children themselves. Finally, the balance between structure and freedom in the design of the activities will be discussed.

Participatory Design (PD) has become a standard methodology in HCI, however, the evaluation of the outcomes of participatory processes is often exclusively driven by researcher defined measures of success. Through our work with autistic children, who have radically different life worlds from our own, it became evident that their criteria for the success of a project are most likely also very different. In order to address the limitations of researcher defined and led evaluations in this context, we developed an approach for participatory evaluation called PEACE (Participatory Evaluation with Autistic ChildrEn). Using this approach, we were able to include autistic children in dedicated evaluation phases through the co-definition of goals and methods, joint processes of data gathering and the co-interpretation of results. We discuss three case studies in which we successfully applied our approach and conclude with a reflection on the novel insights created through participatory evaluation and researchers' roles in such a process.

Coronavirus disease 2019 (COVID-19) is characterized by a procoagulant state that can lead to fatal thromboembolic events. Several studies have documented a high prevalence of lupus anticoagulant that may at least partially explain the procoagulant profile of COVID-19. However, the association between lupus anticoagulant and thrombotic complications in COVID-19 is controversial and no study has specifically evaluated the impact of lupus anticoagulant on mortality. The aim of our study was to investigate the association between lupus anticoagulant and mortality in a large group of 192 consecutive patients hospitalized for COVID-19. Lupus anticoagulant was found in 95 patients (49.5%). No difference in the percentage of patients with lupus anticoagulant was observed between 130 survivors and 62 non-survivors (47.7 versus 53,2%; p = 0.4745). When the combined outcome of death or need for mechanical ventilation in survivors was taken into account, the difference in the prevalence of patients with lupus anticoagulant between the patients with the combined outcome (n = 76) and survivors who did not require mechanical ventilation (n = 116) was not significant (52.6% versus 47.4%; p = 0.4806). In multivariate analysis predictors of mortality or need for mechanical ventilation in survivors were obesity, low oxygen saturation and elevated troponin levels measured on admission. In conclusion, our study did not show any association of lupus anticoagulant with mortality and with need for mechanical ventilation in survivors. The role of obesity, low SaO2 and elevated troponin levels as predictors of a worse prognosis in patients hospitalized for COVID-19 was confirmed.

The design of interactive experiences for archaeological sites entails the consideration of particular characteristics and constraints of the exhibition space. Our aim is to address these challenges by exploring the potential of a recently emerging interaction paradigm called World-as-Support, which is based on projective Augmented Reality (AR). In this study, we present the design process of a virtual heritage experience for a bomb shelter built during the Spanish Civil War and that currently belongs to the History Museum of Barcelona. The goal of this study was twofold. First, we aimed to define the requirements for the design of a first prototype based on the World-as-Support interaction paradigm. Second, we carried out a study with a local school to evaluate the benefits of an educational experience based on this paradigm. Our results indicate benefits to complement the guided visit by using (1) projective AR to explore different layers of the learning experience and (2) by including collaborative activities based on embodied enactments to foster the understanding of historical contents that require emotional engagement and critical thinking.