Social benefits of a tangible user interface for children with Autistic Spectrum Conditions

Farr, William; Yuill, Nicola; Raffle, Hayes

doi:10.1177/1362361310363280

Cited by 98 publications

(49 citation statements)

References 14 publications

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“…Whilst interaction such as cooperation increased, and solitary behaviour decreased, more importantly the AKC provided more entry points for play when allowing for configured user content. Results in earlier work using Topobo are similar to the AKC in that social interaction increased whilst solitary play decreased (Farr et al, 2010a).…”

Section: Discussionsupporting

confidence: 65%

“…If a creature is constructed then programming enables the creature to move. When Topobo is used in a structured play setting, children with autism are significantly more likely to play with others in parallel, and less likely to play in a solitary manner (Farr et al, 2010a) .…”

Section: Object Interaction and Autismmentioning

confidence: 99%

“…To assess likelihood of one state occurring after another, raw data was converted into a D'Mello score (D'Mello et al, 2007). This has been used before with tangibles and children with autism (see Farr et al, 2010a). Here an augmented environment broadens the scope of this earlier work.…”

Section: Autisticmentioning

confidence: 99%

“…This coding scheme provides a descriptive account of play suitable for both typical and autistic groups of children in clear play patterns. This coding scheme has been used before (Farr et al, 2010a) but was modified to include recent developments and clarification on particular codes such as solitary and parallel behaviour (see Rowland andSchweigert, 2009, Holmes andProcaccino, 2009). …”

Section: 5mentioning

confidence: 99%

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An augmented toy and social interaction in children with autism

Farr

Yuill

Hinske

2012

IJART

Self Cite

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An Augmented Knights Castle (AKC) play set was adapted so that children with autism can configure programmable elements. This is compared with a non-configurable AKC and when the AKC set is switched-off. When the system is configurable, and when it is switched on, less solitary play and more cooperative play occur. Digital toys, and their configurability are key factors in design for children with autism allowing greater individual control and more socially oriented behaviour. We suggest that tangibles provide a safety net for encouraging social interaction as they allow for a broad range of interaction styles. Keywords: Tangibles, configuration, autism, object interaction, social interaction, direct manipulation Biographical notes: William Farr trained as a Primary school teacher at the University at Sussex and worked in schools for twelve years. During that time he taught in Tottori Prefecture in Japan, and completed an MA in Education focusing on Autism and computing. After finishing the National Professional Qualification for Headship (NPQH) and working as a Deputy Headteacher he was offered an EPSRC sponsored Dphil. He is currently 3 rd year Dphil student in Psychology focusing on Autism and Tangibles and is also an Associate Tutor in Education and Psychology on MA and Undergraduate programs.

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Section: Discussionsupporting

confidence: 65%

Section: Object Interaction and Autismmentioning

confidence: 99%

Section: Autisticmentioning

confidence: 99%

Section: 5mentioning

confidence: 99%

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An augmented toy and social interaction in children with autism

Farr

Yuill

Hinske

2012

IJART

Self Cite

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“…Farr et al [13] report experiments where they used tangible technologies: Topobo and LEGO toys offered to two groups of children, typically developing (TD) and a group with Autistic Spectrum Conditions (ASC). They observed different style and sequence of play during TD and ASC children sessions.…”

Section: Related Workmentioning

confidence: 99%

Assisstive technology application for enhancing social and language skills of young children with autism

Wojciechowski

Al-Musawi

2016

Multimed Tools Appl

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In this paper we present an assistive system designed for supporting young children affected by autism in their process of learning pronunciation and meaning of new words. The system is built-up of a mobile application and objects identifiers which in our case were Estimote Beacon sensors. The system requires active participation of a parent who selects words to learn, records pronunciation of object names, selects illustrations, and activates and turns off the application. The entire process is designed to extend parents' care and to support autistic children with an instant repetition of pronounced object's names when those items are met during playing or moving around the house. An experimental part of our project consists of a report where we compare collected results of two autistic children using our application installed on a smart watch and on a smart phone. In both reported cases autistic children made a visible progress in speed of learning new words when compared to an equivalent period of time without assistive application support.

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Creating Good Lives Through Computer Games

Johnson

Sweetser

2014

Wellbeing

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In this chapter we take a broad approach to exploring how videogames can lead to improvements in wellbeing. We examine the impact of videogames on the psychological, social, and physical components of wellbeing. The emergence of videogames as a mainstream pastime has motivated our investigation. Research has shown that videogames can generally be expected to positively influence a player's mood and emotion. Experiences of autonomy, relatedness, competence, and flow during videogame play can all be seen to lead to improved psychological wellbeing. Commercial videogames have also been shown to lead to improvements in cognitive skills. Games designed to have a specific benefit have shown improvements in psychological wellbeing, education, engagement, physical wellbeing, and rehabilitation. Videogame play has been shown to positively impact social wellbeing across user populations, including people with intellectual disabilities. Games support development of real life friendships and provide new ways to create and maintain social connections. The rich and full social networks formed as part of massively multiplayer online gaming typify these benefits. Our focus in this chapter is on the positive influences of videogames and present evidence of the positive impact of videogames on the psychological, physical and social components of wellbeing. We do not explore research on contexts in which negative impacts are possible. Clearly, balanced engagement with age‐appropriate videogames is a key prerequisite for any of the wellbeing benefits. Although there is a great deal of evidence for the actual and potential positive impacts of videogames on wellbeing, there are many unanswered questions regarding the context in which there is likely to be an impact. We conclude the chapter by outlining the key questions for future research.

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Social benefits of a tangible user interface for children with Autistic Spectrum Conditions

Cited by 98 publications

References 14 publications

An augmented toy and social interaction in children with autism

An augmented toy and social interaction in children with autism

Assisstive technology application for enhancing social and language skills of young children with autism

Creating Good Lives Through Computer Games

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