Achieving Dialogue with Children with Severe Autism in an Adaptive Multisensory Interaction: The "MEDIATE' Project

Parés, Narcís; Masri, P.; Wolferen, G. van; Creed, Chris

doi:10.1109/tvcg.2005.88

Cited by 78 publications

(40 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The MEDIATE project [32] provides an immersive, multimodal and multisensory environment aimed at fostering a sense of agency (the consciousness of being able to exert control over the surrounding environment and obtaining a coherent response) and a capacity for creative expression. Young people on the autistic spectrum are overwhelmed by the excessive stimuli that characterize interaction in the physical world, and tend to withdraw into their own world.…”

Section: Motion-based Touchless Interaction Learning and Autistic Cmentioning

confidence: 99%

Exploring motion-based touchless games for autistic children's learning

Bartoli¹,

Corradi

Garzotto

et al. 2013

Proceedings of the 12th International Conference on Interaction Design and Children

108

View full text Add to dashboard Cite

Our understanding of the effectiveness of motion-based touchless games for autistic children is limited, because of the small amount of empirical studies and the limits of our current knowledge on autism. This paper offers two contributions. First, we provide a survey and a discussion of the existing literature. Second, we describe a field study that extends the current body of empirical evidence of the potential benefits of touchless motion-based gaming for autistic children. Our research involved five autistic children and one therapist in the experimentation of a set of Kinect games at a therapeutic center for a period of two and a half months. Using standardized therapeutic tests, observations during game sessions, and video analysis of over 20 hours of children’s activities, we evaluated the learning benefits in relationship to attentional skills and explored several factors in the emotional and behavioral sphere. Our findings show improvements of the considered learning variables and help us to better understand how autistic children experience motion-based touchless play. Overall, our research sheds a light on the opportunities offered full body touchless games for therapy and education of these special users

show abstract

Section: Motion-based Touchless Interaction Learning and Autistic Cmentioning

confidence: 99%

Exploring motion-based touchless games for autistic children's learning

Bartoli¹,

Corradi

Garzotto

et al. 2013

Proceedings of the 12th International Conference on Interaction Design and Children

108

View full text Add to dashboard Cite

show abstract

“…For example, flight simulators such as the Boeing 777 Cockpit Simulator, developed by NASA Ames' Flight Deck Display Research Laboratory (W. Johnson and Battiste 2006), have been used for decades to safely train pilots in a manner that approximates real-world flight conditions. The MEDIATE environment was designed to foster a sense of agency and a capacity for creative expression in people on the autistic spectrum (EU Community Report 2004; Pares et al 2004;Pares et al 2005).…”

Section: Interactive Technologies For Collaborative Learningmentioning

confidence: 99%

Earth science learning in SMALLab: A design experiment for mixed reality

Birchfield

Megowan-Romanowicz

2009

Computer Supported Learning

View full text Add to dashboard Cite

Conversational technologies such as email, chat rooms, and blogs have made the transition from novel communication technologies to powerful tools for learning. Currently virtual worlds are undergoing the same transition. We argue that the next wave of innovation is at the level of the computer interface, and that mixed-reality environments offer important advantages over prior technologies. Thus, mixed reality is positioned to have a broad impact on the future of K-12 collaborative learning. We propose three design imperatives that arise from our ongoing work in this area grounded in research from the learning sciences and human-computer interaction. By way of example, we present one such platform, the Situated Multimedia Arts Learning Lab [SMALLab]. SMALLab is a mixed-reality environment that affords face-to-face interaction by colocated participants within a mediated space. We present a recent design experiment that involved the development of a new SMALLab learning scenario and a collaborative student participation framework for a 3-day intervention for 72 high school earth science students. We analyzed student and teacher exchanges from classroom sessions both during the intervention and during regular classroom instruction and found significant increases in the number of student-driven exchanges within SMALLab. We also found that students made significant achievement gains. We conclude that mixed reality can have a positive impact on collaborative learning and that it is poised for broad dissemination into mainstream K-12 contexts.

show abstract

“…In recent years, an increasing number of projects have involved autistic children in participatory design (e.g., [36,17,1,34,26]). However, their participation in the evaluation phase has been nearly non-existent because it is deemed very difficult to elicit concrete feedback from autistic children [15].…”

Section: Introductionmentioning

confidence: 99%

Participatory Evaluation with Autistic Children

Spiel

Malinverni

Good

et al. 2017

Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems

View full text Add to dashboard Cite

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.

show abstract

Achieving Dialogue with Children with Severe Autism in an Adaptive Multisensory Interaction: The "MEDIATE' Project

Cited by 78 publications

References 10 publications

Exploring motion-based touchless games for autistic children's learning

Exploring motion-based touchless games for autistic children's learning

Earth science learning in SMALLab: A design experiment for mixed reality

Participatory Evaluation with Autistic Children

Contact Info

Product

Resources

About