A gaze contingent environment for fostering social attention in autistic children

Ramloll, Rameshsharma; Trepagnier, Cheryl; Sebrechts, Marc M.; Finkelmeyer, Andreas

doi:10.1145/968363.968367

Cited by 13 publications

(9 citation statements)

References 13 publications

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“…-Virtual worlds and agents [Bosseler and Massaro 2003;Cole et al 2003;DeAngelis 2009;Jarrett 2009;Kerr et al 2002;Parsons et al 2004;Porayska-Pomsta et al 2012;Trepagnier et al 2010;Wise et al 2007] -Robots [Dautenhahn and Weery 2004;Dautenhahn et al 2002;Feil-Seifer et al 2009;Feil-Seifer and Mataric 2010;Michaud and Theberge-Turmel 2002;Robins et al 2004;Scassellati 2005aScassellati , 2005b] -Pervasive, sensor, and mobile technologies [Cramer et al 2011;Escobedo et al 2012;Hayes et al 2004;Hirano et al 2010;Kientz et al 2006;Kientz et al 2007;Marcu et al 2009;Picard 2009;Tentori and Hayes, 2010] -Multitouch and tabletop displays [Gal et al 2009;Hourcade et al 2012;Piper et al 2006] -Eye tracking [Ramloll et al 2004;Shic et al 2006Shic et al , 2007Shic et al , 2008 -Multimodal interaction and motion-based interaction [Bartoli et al 2014;Hailpern et al 2009] Although these projects are in the early stages of design, many have demonstrated some initial success and point to a number of benefits of incorporating interactive technologies into interventions. Kientz et al [2014] provide a comprehensive review and framework for categorizing the current state-of-the art in interactive technologies for autism.…”

Section: The Role Of Interactive Technology In Social Interventionmentioning

confidence: 99%

Accessing Peer Social Interaction

Tartaro

Cassell

Ratz

et al. 2014

ACM Trans. Access. Comput.

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Autism spectrum and related communication and social disorders can severely affect some children's ability to engage in peer social interaction. In this article, we describe and evaluate an Authorable Virtual Peer (AVP), technology designed to help children access peer interactions by supporting them in developing critical social skills. Children interact with the AVP in three ways: (1) engaging in face-to-face interaction with a life-sized, computer-animated child; (2) creating new social behaviors for the AVP; and (3) controlling the AVP using a graphical user interface to select appropriate responses while the AVP interacts with another person. Our evaluation suggests that when an AVP is used as an activity during a social group intervention, a common intervention approach used with children with social and communication difficulties, that children's use of specific social behaviors critical to successful social interaction increases during role-play of common social situations with another child. Nanclares-Nogués. 2014. Accessing peer social interaction: Using authorable virtual peer technology as a component of a group social skills intervention program.

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Section: The Role Of Interactive Technology In Social Interventionmentioning

confidence: 99%

Accessing Peer Social Interaction

Tartaro

Cassell

Ratz

et al. 2014

ACM Trans. Access. Comput.

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“…Researchers have even used virtual characters to help children with learning disabilities. In a system named ''Buddy", a virtual child acts a virtual friend for autistic children with a hidden eye tracker and camera to train a child's social attention by reinforcing gaze behavior and encourages the child to look at the animated face's informative area (Ramloll et al, 2004). Virtual characters have also been used by medical students to practice patient interviewing skills using natural methods of interaction with a high level of immersion (Johnsen et al, 2005).…”

Section: The Use Of Virtual Characters In User Interfacesmentioning

confidence: 99%

The effects of virtual characters on audiences’ movie experience

Lin

Morishima

Maejima

et al. 2010

Interacting with Computers

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a b s t r a c tIn this paper, we first present a new audience-participating movie form in which 3D virtual characters of audiences are constructed by computer graphics (CG) technologies and are embedded into a in a pre-rendered movie as different roles. Then, we investigate how the audiences respond to these virtual characters using physiological and subjective evaluation methods. To facilitate the investigation, we present three versions of a movie to an audience-a Traditional version, its SDIM version with the participation of the audience's virtual character, and its SFDIM version with the co-participation of the audience and her/his friends' virtual characters. The subjective evaluation results show that the participation of virtual characters indeed causes increased subjective sense of spatial presence and engagement, and emotional reaction; moreover, SFDIM performs significantly better than SDIM, due to the co-participation of friends' virtual characters. Also, we find that the audiences experience not only significantly different galvanic skin response (GSR) changes on average-changing trend over time and number of fluctuations-but they also show the increased phasic GSR responses to the appearance of their own or friends' virtual 3D characters on the screen. The evaluation results demonstrate the success of the new audience-participating movie form and contribute to understanding how people respond to virtual characters in a role-playing entertainment interface.

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“…One possibility would be to evoke fixations using an isolated flash of light, for example, a laserpointer directed to the wall of an otherwise dark room. Autocalibration systems of this type have been developed for human children (Trueswell 1999;Ramloll et al 2004) but have not yet been adapted to animals.…”

Section: Calibrationmentioning

confidence: 99%

Noninvasive telemetric gaze tracking in freely moving socially housed prosimian primates

Shepherd

Platt

2006

Methods

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Behavioral and neurophysiological studies strongly suggest that visual orienting reflects the integration of sensory, motor, and motivational variables with behavioral goals. Relatively little is known, however, regarding the goals that govern visual orienting of animals in their natural environments. Field observations suggest that most nonhuman primates orient to features of their natural environments whose salience is dictated by the visual demands of foraging, locomotion and social interaction. This hypothesis is difficult to test quantitatively, however, in part because accurate gaze-tracking technology has not been employed in field studies. We here report the implementation of a new, telemetric, infrared-video gaze-tracker (ISCAN) to measure visual orienting in freelymoving, socially-housed prosimian primates (Lemur catta). Two male lemurs tolerated the system at approximately ¼ body weight, permitting successful measurements of gaze behavior during spontaneous locomotion through both terrestrial and arboreal landscapes, and in both social and asocial environments.

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A gaze contingent environment for fostering social attention in autistic children

Cited by 13 publications

References 13 publications

Accessing Peer Social Interaction

Accessing Peer Social Interaction

The effects of virtual characters on audiences’ movie experience

Noninvasive telemetric gaze tracking in freely moving socially housed prosimian primates

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