PAR: A Collaborative Game for Multitouch Tabletop to Support Social Interaction of Users with Autism

Silva, Greis F. Mireya; Raposo, Alberto; Suplino, Maryse

doi:10.1016/j.procs.2014.02.011

Cited by 30 publications

(12 citation statements)

References 13 publications

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“…Further studies reveal that collaborative games have the potential to improve player score over time on the one hand and increase game engagement on the other [17,18]. In a further study, Silva et al [19] illustrate that collaborative games can even support and improve social interactions amongst players with autism.…”

Section: Introductionmentioning

confidence: 91%

Lu-Lu: A framework for collaborative decision making games

Daylamani-Zad

Angelides

Agius

2016

Decision Support Systems

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This paper proposes Lu-Lu as an add-on architecture to open MMOGs and social network games, which has been developed to utilise a key set of ingredients that underline collaborative decision making games as reported within the research literature: personalisation, team matching, non-optimal decision making, leading, decisiveness index, scoring, levelling, and multiple stages. The implementation of Lu-Lu is demonstrated as an add on to the classic supply chain beer game, including customisation of Lu-Lu to facilitate information exchange through the Facebook games platform, e.g. Graph API and Scores API. Performance assessment of Lu-Lu using Behaviour Driven Development suggests a successful integration of all key ingredients within Lu-Lu's architecture, yielding autonomous behaviour that improves both player enjoyment and decision making.

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Section: Introductionmentioning

confidence: 91%

Lu-Lu: A framework for collaborative decision making games

Daylamani-Zad

Angelides

Agius

2016

Decision Support Systems

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“…Tangible interaction is another approach that has also been widely explored to determine whether and how it enhances learning, users' stimulation, and satisfaction (Price et al, 2003;Zaman, Abeele, Markopoulos, & Marshall, 2012;Zuckerman & Gal-Oz, 2013). Tangible interfaces have been employed for training individuals with cognitive needs, exhibiting benefits in sociability and collaboration (Farr, Yuill, & Raffle, 2010;Silva, Raposo, & Suplino, 2014), motivation, stimulation, and physical engagement that facilitates inquiry and reflection (Sitdhisanguan, Chotikakamthorn, Dechaboon, & Out, 2012). Focusing on paper-based interaction, the Talking Paper system, which allows association of cards, drawings, and pictures with multimedia, has demonstrated children's engagement, enjoyment, and interest (Garzotto & Bordogna, 2010).…”

Section: Related Workmentioning

confidence: 99%

Designing an augmented tabletop game for children with cognitive disabilities: The “Home game” case

Korozi¹,

Leonidis²,

Ntoa³

et al. 2018

Brit J Educational Tech

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This paper presents “Home game,” a multimodal interactive educational game that supports training in independent living for children with cognitive disabilities. It is intended to be used under the supervision of educators in a rehabilitation center. The game features a variety of exercises that incorporate multimedia, virtual environments, tangible, and playful interaction to facilitate learning of the main rooms of a house, daily routines, and how to avoid inappropriate or prevent hazardous behaviors. It enhances touch‐based interaction with physical manipulation through printed cards on a tabletop setup, using a webcam to recognize and track cards on a board. This paper describes the system, along with the development process and the results of a preliminary user‐based evaluation. Furthermore, it reports the insights and lessons learned throughout the process of developing tangible educational technologies for children with cognitive impairments, in terms of functionality, interaction, and evaluation with children.

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“…A range of benefits deriving from collaboration within a game environment has been evidenced in the research literature, including increased game enjoyment (Nardi and Harris 2006), increased sense of presence (von der Pütten et al 2012), support and improvement of social interactions (Silva et al 2014), improved communication, collaboration and teamwork skills (González-González et al 2014), improved team training (O'Connor andMenaker 2008), and improved sympathy and empathy toward patients (Octavia and Coninx 2014). Nasir et al (2015) found that playing a collaborative game resulted in increased interaction and participation in real-world collaborative tasks performed subsequently.…”

Section: Advantages and Challenges Of Collaborative Gamesmentioning

confidence: 99%

“…Many collaborative games target the health domain with various objectives, e.g. helping hospitalised children to communicate and collaborate (González-González et al 2014), collaborative rehabilitation of multiple sclerosis patients (Octavia and Coninx 2014), enabling patients to virtually exercise together and interact with each other under doctor supervision (Lin et al 2015), and supporting sharing, performance and interaction among autistic players (Silva et al 2014).…”

Section: Advantages and Challenges Of Collaborative Gamesmentioning

confidence: 99%

Reflective agents for personalisation in collaborative games

2018

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The collaborative aspect of games has been shown to potentially increase player performance and engagement over time. However, collaborating players need to perform well for the team as a whole to benefit and thus teams often end up performing no better than a strong player would have performed individually. Personalisation offers a means for improving overall performance and engagement, but in collaborative games, personalisation is seldom implemented, and when it is, it is overwhelmingly passive such that the player is not guided to goal states and the effectiveness of the personalisation is not evaluated and adapted accordingly. In this paper, we propose and apply the use of reflective agents to personalisation ('reflective personalisation') in collaborative gaming for individual players within collaborative teams via a combination of individual player and team profiling in order to improve player and thus team performance and engagement. The reflective agents self-evaluate, dynamically adapting their personalisation techniques to most effectively guide players towards specific goal states, match players and form teams. We incorporate this agent-based approach within a microservices architecture, which itself is a set of collaborating services, to facilitate a scalable and portable approach that enables both player and team profiles to persist across multiple games. An experiment involving 90 players over a two-month period was used to comparatively assess three versions of a collaborative game that implemented reflective, guided, and passive personalisation for individual players within teams. Our results suggest that the proposed reflective personalisation approach improves team player performance and engagement within collaborative games over guided or passive personalisation approaches, but that it is especially effective for improving engagement.

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PAR: A Collaborative Game for Multitouch Tabletop to Support Social Interaction of Users with Autism

Cited by 30 publications

References 13 publications

Lu-Lu: A framework for collaborative decision making games

Lu-Lu: A framework for collaborative decision making games

Designing an augmented tabletop game for children with cognitive disabilities: The “Home game” case

Reflective agents for personalisation in collaborative games

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