Benefits of Combining Multitouch Tabletops and Turn-Based Collaborative Learning Activities for People with Cognitive Disabilities and People with ASD

Roldán-Álvarez, David; Márquez-Fernández, Ana; Rosado-Martín, Silvia; Martín, Estefanía; Haya, Pablo A.; García-Herranz, Manuel

doi:10.1109/icalt.2014.166

Cited by 11 publications

(2 citation statements)

References 19 publications

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“…These devices allow users to interact through natural gestures and manipulate the content directly, allowing them to express themselves in a more physical way, generating better comprehension [7]. This way of interacting help users to focus on the content while they enjoy doing the activities, which helps them acquire a deeper knowledge of the topic presented [8,9].…”

Section: Introductionmentioning

confidence: 99%

Mobile Devices as Assistive Technologies for ASD: Experiences in the Classroom

Roldán-Álvarez

Gómez

Márquez-Fernández

et al. 2016

Design, User Experience, and Usability: Novel User Experiences

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Section: Introductionmentioning

confidence: 99%

Mobile Devices as Assistive Technologies for ASD: Experiences in the Classroom

Roldán-Álvarez

Gómez

Márquez-Fernández

et al. 2016

Design, User Experience, and Usability: Novel User Experiences

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“…Os usuários têm objetivos particulares, mas a interação de cada um só é possível quando o parceiro finaliza a sua tarefa. Usada apenas no ToM activity (Roldan-Alvarez et al, 2014).…”

Section: Troca De Turnos Com Objetivo Diferenteunclassified

Estratégias Para Suporte À Colaboração Em Sistemas Presenciais Para Pessoas Com Transtorno Do Espectro Autista

CALPA¹

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Face-to-Face collaborative systems for people with autism spectrum disorders use strategies to motivate/force the collaboration among users. However, even the collaborative applications developed for this public, still do not consider notions of awareness for these users that present difficulties to understand the most basic concepts of a collaborative activity. Users with autism present difficulties to recognize and to interpret gestures and mental states of others, which restricts their capacity to understand implicit information that are essential to being aware of what is happening around them, and consequently, to perform the collaborative activities. In this work, we investigate some questions about how to offer awareness support, especially for users with low-functioning autism, in order to formulate and evaluate a set of collaborative strategies to support the design of more appropriate collaborative systems. For this purpose, we used the research-action methodology. Following this methodology, we perform four research cycles of action and reflection about proposed solutions, so that we could conceive the set of collaborative strategies proposed. In this cyclic process, we verified that collaborative systems shall offer awareness mechanisms in the interface (based on certain requirements) in different levels of approximation of the collaboration as well as activities to get users to know each dimension of collaboration, and gradually understanding it as a whole. These aspects compose the set of collaborative strategies conceived in this work.

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Person‐Oriented Research Ethics to Address the Needs of Participants on the Autism Spectrum

Cascio

Weiss

Racine

2020

Ethics & Human Research

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Research ethics scholarship often attends to vulnerability. People with autism may be vulnerable in research, but are also vulnerable to unjust exclusion from participation. Addressing the needs of participants with autism can facilitate inclusion and honor the bioethics principle of respect for persons while accounting for risk and vulnerability. Drawing from a review of the literature and informed by a moral deliberation process involving a task force of stakeholders (including autistic people and parents of autistic people), we use the model of person-oriented research ethics to identify several practical strategies researchers can use to address these needs and foster inclusion. Strategies include using multiple means of communication, addressing the sensory environment, preparing participants in advance, and accounting for social context. These practical strategies are not just methodological or design choices; they are inherently related to ethical issues. Method and design choices fulfill ethical aspirations by facilitating inclusion, reducing discomfort, and focusing on individuals. KEYWORDS human subjects research, vulnerable populations, inclusion in research, autism spectrum, research design, person-oriented research ethics

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Benefits of Combining Multitouch Tabletops and Turn-Based Collaborative Learning Activities for People with Cognitive Disabilities and People with ASD

Cited by 11 publications

References 19 publications

Mobile Devices as Assistive Technologies for ASD: Experiences in the Classroom

Mobile Devices as Assistive Technologies for ASD: Experiences in the Classroom

Estratégias Para Suporte À Colaboração Em Sistemas Presenciais Para Pessoas Com Transtorno Do Espectro Autista

Person‐Oriented Research Ethics to Address the Needs of Participants on the Autism Spectrum

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