Do Children in the Spectrum of Autism Interact with Real-time Emotionally Expressive Human Controlled Avatars?

Mantziou, Olga; Vrellis, Ioannis; Mikropoulos, Tassos A.

doi:10.1016/j.procs.2015.09.268

Cited by 13 publications

(15 citation statements)

References 41 publications

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“…The two studies that reported a negative outlook (Lorenzo et al 2013(Lorenzo et al , 2016 were also the ones reporting the technology was not initially easy to use. The researchers reporting mixed attitudes were due to some participants not liking to wear the 3D glasses (Cai et al 2013) and one participant with more severe impairments not wanting to interact with the virtual avatar (Mantziou et al 2015).…”

Section: Methodsmentioning

confidence: 99%

Teaching social skills to students with autism spectrum disorder through augmented, virtual and mixed reality

Mosher

Carreon

2021

Research in Learning Technology

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This systematic literature review was conducted to explore the social validity of augmented reality (AR), virtual reality (VR), and mixed reality (MR) as a means of providing social skill instruction to students with autism spectrum disorder (ASD). Forty-one articles met the inclusion criteria, including five studies utilizing AR and the remaining 36 utilizing VR for social skill interventions. No studies implemented MR. The targeted skills of the studies included emotion recognition, relationship skills, social awareness, cooperation, and executive functioning. The intervention was considered effective in 63% of studies, not effective in 10% of studies, and mixed results in 27% of studies. The social validity indicators reported by researchers ranged from two to 14 of 17 determined categories. Findings indicate the primary socially valid reasons for utilizing AR/VR for social skill instruction were high student motivation toward the intervention and a positive attitude toward the technology. Findings indicate that increasing the role of parents, educators, and students as both social skill selectors and treatment agents and adding valid and reliable skill measures may improve the effects of an intervention. Sustainability may increase by providing training to both treatment agents and participants. AR has the potential to improve generalization and VR provides a practice environment for performance deficits. Combining these technologies may provide a more effective social skill intervention.

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Section: Methodsmentioning

confidence: 99%

Teaching social skills to students with autism spectrum disorder through augmented, virtual and mixed reality

Mosher

Carreon

2021

Research in Learning Technology

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“…This project has a Lego structure. (Mantziou, Vrellis, and Mikropoulos, 2015); (Christinaki, Vidakis, and G. Triantafyllidis, 2014). This game has the following training modes: 1) Face Detection (Figure 2-a), 2) Creating a Face (Figure 2-b) where the child must act and create the desired emotional state, 3) Be your avatars!…”

Section: Related Work On Recognising Emotional Statesmentioning

confidence: 99%

Using Gamification to Improve the Quality of Educating Children with Autism

Navan¹,

Khaleghi

2020

Rev. Cient.

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This study was conducted with a pre-test–post-test design with a control group in which participants were divided into two experimental (ten persons) and control (ten persons) groups. The Smile 1 intervention took place in 16 sessions of 30 min, which consisted of eight sessions of 1 h owing to the time spent by the parents of the participants in the study. Additionally, a Child Behaviour Check List (CBCL) was used to measure the effectiveness of this interventional game on reducing the behavioural problems of children that participated. The questionnaire consists of 113 questions in which 13 different behavioural factors are identified in the children. For this purpose, pre-test and post-test stages were performed for both groups. In fact, due to time constraints for holding intervention sessions, it was expected from the outset that significant changes in participant behaviour during the two months of interventions would not be observed.

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“…The use of avatars has been shown to be effective in increasing attention in various disabilities [ 19 – 21 ], however, it has not yet been explored for people with RTT. For example, a study [ 22 ] investigated the emotion recognition ability in subjects with autism using an avatar able to recreate emotional facial expressions. Further evidence was provided by experimenting with an avatar in Attention Deficit/Hyperactivity Disorder (ADHD) [ 23 – 28 ].…”

Section: Introductionmentioning

confidence: 99%

The role of a virtual avatar in attention and memory tasks in Rett syndrome

et al. 2021

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Background Since subjects with Rett syndrome (RTT) focus their attention mainly on the faces of people with whom they interact, in this study the role of a human-like smart interactive agent (an avatar) in enhancing cognitive processes is examined. More in depth, this study aimed to understand if, and to what extent, the use of an avatar can improve attention and memory abilities in subjects with RTT. Method Thirty-six subjects with RTT participated in the study. All participants performed over-selectivity and memory tasks, for a total of six trials. These trials were randomly presented in two different conditions: with and without virtual avatar. Results The results indicated that the participants improved their attention and memory abilities when they performed the tasks with the avatar. There were no improvements when they performed the tasks without the avatar. Discussion The results were discussed considering the relationship between motivation, attention and memory in RTT.

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Do Children in the Spectrum of Autism Interact with Real-time Emotionally Expressive Human Controlled Avatars?

Cited by 13 publications

References 41 publications

Teaching social skills to students with autism spectrum disorder through augmented, virtual and mixed reality

Teaching social skills to students with autism spectrum disorder through augmented, virtual and mixed reality

Using Gamification to Improve the Quality of Educating Children with Autism

The role of a virtual avatar in attention and memory tasks in Rett syndrome

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