Evaluating a Collaborative iPad Game's Impact on Social Relationships for Children with Autism Spectrum Disorder

Boyd, LouAnne; Ringland, Kathryn E.; Haimson, Oliver L.; Fernandez, Helen; Bistarkey, Maria; Hayes, Gillian R.

doi:10.1145/2751564

Cited by 75 publications

(52 citation statements)

References 56 publications

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“…The design of games for persons with physical or cognitive impairments, for instance, does not only have the purpose of giving them opportunities of playing entertaining games, but is also intended to improve logical thinking, cognitive skills, or social skills. Games for children with autism spectrum disorder have, in different studies, been shown to support the development of social skills such as membership, partnership, and friendship [50,51].…”

Section: Games For Training and Special Support And Audio-based Gamesmentioning

confidence: 99%

The Effects of Musical Experience and Hearing Loss on Solving an Audio-Based Gaming Task

Hansen

Hiraga

2017

Applied Sciences

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Abstract:We conducted an experiment using a purposefully designed audio-based game called the Music Puzzle with Japanese university students with different levels of hearing acuity and experience with music in order to determine the effects of these factors on solving such games. A group of hearing-impaired students (n = 12) was compared with two hearing control groups with the additional characteristic of having high (n = 12) or low (n = 12) engagement in musical activities. The game was played with three sound sets or modes; speech, music, and a mix of the two. The results showed that people with hearing loss had longer processing times for sounds when playing the game. Solving the game task in the speech mode was found particularly difficult for the group with hearing loss, and while they found the game difficult in general, they expressed a fondness for the game and a preference for music. Participants with less musical experience showed difficulties in playing the game with musical material. We were able to explain the impacts of hearing acuity and musical experience; furthermore, we can promote this kind of tool as a viable way to train hearing by focused listening to sound, particularly with music.

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Section: Games For Training and Special Support And Audio-based Gamesmentioning

confidence: 99%

The Effects of Musical Experience and Hearing Loss on Solving an Audio-Based Gaming Task

Hansen

Hiraga

2017

Applied Sciences

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“…Prior research [4,7,28,31] shows that the majority of HCI work on anxiety in autism focuses on children, young adolescents and people at the lower end of the autistic spectrum, "Yet the needs of adults are very different to the needs of children and teenagers, regardless of ASD" [31].…”

Section: Autism and Anxiety Managementmentioning

confidence: 99%

“…Autism is said to affect an individual's ability to communicate and interact socially with others and can result in profound isolation and anxiety with potentially devastating effects [2]. Our research focuses on anxiety in those diagnosed with autism and builds on two fundamental lessons learned from existing autism research in HCI [4,7,28,31]: first, the uniqueness of anxiety experiences and the impracticality of "one suits all" solutions; second, endusers' desire for agency and control on the system: from aesthetics, to data capture and its use. Our aim is to investigate the challenges and opportunities of building systems that are not only capable of addressing highly unique anxiety management needs, but that can do so at scale.…”

Section: Introductionmentioning

confidence: 99%

Anxiety and Autism

Simm

Ferrario

Gradinar

et al. 2016

Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems

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For many people living with conditions such as autism, anxiety manifests so powerfully it has a big impact on quality of life. By investigating the suitability of truly customizable wearable health devices we build on prior research that found each experience of anxiety in people with autism is unique, so 'one-suits all' solutions are not suitable. In addition, users desire agency and control in all aspects of the system. The participative approach we take is to iteratively co-develop prototypes with end users. Here we describe a case study of the co-development of one prototype, a digital stretch wristband that records interaction for later reflection called Snap. Snap has been designed to sit within a platform that allows the distributed and sustainable design, manufacture and data analysis of customizable digital health technologies. We contribute to HCI with (1) lessons learned from a DIY co-development process that follows the principles of modularity, participation and iteration and (2) the potential impact of technology in self-management of anxiety and the broader design implications of addressing unique anxiety experiences.

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“…They found this app led to significantly more supportive comments between children compared to other activities. Likewise, Boyd et al [7] examined how Zody, a collaborative iPad game, facilitated social skill development among 8 to 11 year olds with autism. Zody uses various in-game elements to support collaboration.…”

Section: Touchscreen Games and Tech-enforced Collaborationmentioning

confidence: 99%

“…Piper et al [32] reported on the challenges that technologically enforcing turn-taking caused in one of the groups when a child consistently refused to cooperate with the enforced rules and delayed gameplay. On the other hand, Boyd et al [7] described how one child in a dyad consistently dominated turn-taking when it was not enforced. Related to both of these issues, Boyd et al [7] suggest that technology or a human facilitator must help enforce turn-taking, yet they highlight that it is still an open question for designers on how to facilitate cooperative interactions "without overly prescribing them."…”

Section: No Tech-enforced Vs Tech-enforced Cooperationmentioning

confidence: 99%

Incloodle

Sobel

Rector

Evans

et al. 2016

Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems

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Every child should have an equal opportunity to learn, play, and participate in his or her life. In this work, we investigate how interactive technology design features support children with and without disabilities with inclusion during play. We developed four versions of Incloodle, a two-player picture-taking tablet application, designed to be inclusive of children with different abilities and needs. Each version of the application varied in (1) whether or not it enforced cooperation between children; and in (2) whether it prompted interactions through in-app characters or more basic instructions. A laboratory study revealed technology-enforced cooperation was helpful for child pairs who needed scaffolding, but character-based prompting had little effect on children's experiences. We provide an empirical evaluation of interactive technology for inclusive play and offer guidance for designing technology that facilitates inclusive play between young neurotypical and neurodiverse children.

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Evaluating a Collaborative iPad Game's Impact on Social Relationships for Children with Autism Spectrum Disorder

Cited by 75 publications

References 56 publications

The Effects of Musical Experience and Hearing Loss on Solving an Audio-Based Gaming Task

The Effects of Musical Experience and Hearing Loss on Solving an Audio-Based Gaming Task

Anxiety and Autism

Incloodle

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