Attention analysis in interactive software for children with autism

Mohamed, Abdallahi Ould; Courboulay, Vincent; Sehaba, Karim; Ménard, Michel

doi:10.1145/1168987.1169011

Cited by 32 publications

(16 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The research carried out in the 2000s reinforced a positive response to virtual environments on the part of users, insofar as the use of avatars may provide them with the ability to predict emotions [32], as well as show that they remembered the knowledge acquired during the sessions [33]. These authors see VR as an additional tool for the utilisation and training of social skills in the classroom and perhaps for an increased use of the already existing methods and investigations.…”

Section: Review Of the Literature On Virtual Realitymentioning

confidence: 99%

New Educational Challenges and Innovations: Students with Disability in Immersive Learning Environments

Lledó¹,

Lorenzo-Lledó‬²,

Martínez-Roig³

et al. 2016

Virtual Learning

View full text Add to dashboard Cite

In today society, one of the most demanded challenges faced by the current educational system is the educational response to diversity in the various educational contexts. University lecturers are opening new lines of research focused on issues as social demand and current reality of produced new learning environments. The general aim of this study was to design learning environments using immersive virtual reality and evaluate improvements produced by this tool in relation to the diiculties show by the participants. From that point, an action plan was created to recreate school situations with a high degree of realism and interaction using IVRSystem. In this way, we want to obtain answers according to the dysfunctions of educational system to work with these students. This was done by a mixed design. On the one hand, a quasi-experimental methodology was used with a control group and an experimental group. On the other hand, direct and observation and applicative methodology made possible the development of educational intervention in immersive learning environments. The results obtained throughout these years have given a response to the initial problem-question raised: Can immersive virtual learning environments serve as a support tool for working disabilities of students, which have a visual learning style, such as students with autism spectrum disorders?

show abstract

Section: Review Of the Literature On Virtual Realitymentioning

confidence: 99%

New Educational Challenges and Innovations: Students with Disability in Immersive Learning Environments

Lledó¹,

Lorenzo-Lledó‬²,

Martínez-Roig³

et al. 2016

Virtual Learning

View full text Add to dashboard Cite

show abstract

“…Though studies [13,23] indicate that individuals with cognitive impairments play games, little is known about what type of games are being played or what level of barriers are faced. The increasing interest in using games as educational or rehabilitation tools and using HCI technology in the treatment of cognitive impairments [56,57] may help to explore exactly how game interfaces can be made accessible to individuals with different types of cognitive impairments. Though strategies related to cognitive impaired players are included in this survey, they have been extracted from a small number of games and game genres, which warrants further investigation.…”

Section: Directions For Researchmentioning

confidence: 99%

Game accessibility: a survey

Yuan

Folmer

Harris

2010

Univ Access Inf Soc

261

154

View full text Add to dashboard Cite

Over the last three decades, video games have evolved from a pastime into a force of change that is transforming the way people perceive, learn about, and interact with the world around them. In addition to entertainment, games are increasingly used for other purposes such as education or health. Despite this increased interest, a significant number of people encounter barriers when playing games due to a disability. Accessibility problems may include the following: (1) not being able to receive feedback; (2) not being able to determine in-game responses; (3) not being able to provide input using conventional input devices. This paper surveys the current state-of-the-art in research and practice in the accessibility of video games and points out relevant areas for future research. A generalized game interaction model shows how a disability affects ones ability to play games. Estimates are provided on the total number of people in the United States whose ability to play games is affected by a disability. A large number of accessible games are surveyed for different types of impairments, across several game genres, from which a number of high-and low-level accessibility strategies are distilled for game developers to inform their design.

show abstract

“…2). An interesting point which characterized children with autism is that they are unable to choose which event is more or less important [21]. As a consequence they are often saturated because of too many stimuli and thus they adopt an extremely repetitive, unusual, self-injurious, or aggressive behaviour.…”

Section: Feedbackmentioning

confidence: 99%

Using affective avatars and rich multimedia content for education of children with autism

Konstantinidis

Hitoglou-Antoniadou

Luneski

et al. 2009

Proceedings of the 2nd International Conference on PErvasive Technologies Related to Assistive Environments

View full text Add to dashboard Cite

Autism is a communication disorder that mandates early and continuous educational interventions on various levels like the everyday social, communication and reasoning skills. Computer-aided education has recently been considered as a likely intervention method for such cases, and therefore different systems have been proposed and developed worldwide. In more recent years, affective computing applications for the aforementioned interventions have also been proposed to shed light on this problem. In this paper, we examine the technological and educational needs of affective interventions for autistic persons. Enabling affective technologies are visited and a number of possible exploitation scenarios are illustrated. Emphasis is placed in covering the continuous and long term needs of autistic persons by unobtrusive and ubiquitous technologies with the engagement of an affective speaking avatar. A personalised prototype system facilitating these scenarios is described. In addition the feedback from educators for autistic persons is provided for the system in terms of its usefulness, efficiency and the envisaged reaction of the autistic persons, collected by means of an anonymous questionnaire. Results illustrate the clear potential of this effort in facilitating a very promising autism intervention.

show abstract

Attention analysis in interactive software for children with autism

Cited by 32 publications

References 4 publications

New Educational Challenges and Innovations: Students with Disability in Immersive Learning Environments

New Educational Challenges and Innovations: Students with Disability in Immersive Learning Environments

Game accessibility: a survey

Using affective avatars and rich multimedia content for education of children with autism

Contact Info

Product

Resources

About