Requesting Help Module Interface Design on Key Partial Video with Action and Augmented Reality for Children with Autism Spectrum Disorder

Abstract

Children with autism spectrum disorder (ASD) have marked difficulty with vocabulary, lack of language, or shortcomings with their ability to organize their oral expression; thus, they cannot effectively communicate with others. In particular, people with moderate or severe disabilities cannot systematically narrate an incident and cannot follow pragmatic rules provided by others. Their attempts at standard everyday conversation lead to cognitive problems. When children with ASD are faced with difficult circumstances, they are usually unable to seek help from others, which in turn can result in their being unable to communicate effectively. This research focused on three child participants with ASD and language disorders. The goal was to strengthen the effectiveness of their requesting help and to organize their oral expression, to use requesting help modules, to remove static key images, and to use augmented reality (AR) combined with the dynamic video clips in key partial video with action (KPV). This study developed request-assistance training in conjunction with an auto organizational menu (AOM), multiple case studies and withdrawal designs, training-response methods, and a comparison of outcomes. The proposed AR sentence intervention effectively increased the children’s desire to communicate with others and the accuracy rate of their help requests, and increased their level of communication. We conclude that the interface of our requesting help modules is efficacious enough to assist children with ASD at different levels. The proposed AR sentence intervention helps them build scenarios by themselves, helps them organize communication with their peers, and assists them to request help.

Application of Augmented Reality Interventions for Children with Autism Spectrum Disorder (ASD): A Systematic Review

“…In addition, the majority of research did not employ a particular method for evaluating the efficacy of AR interventions. Several studies [22,26,28,[41][42][43]45,48,56,61,64] used a variety of established methods, including the Mann-Whitney U Test, Wilcoxon signed-rank Test, Social Communication Questionnaire (SCQ), ABC-H, CARS2, BPVS3, LSA, and ANOVA. Some research gathered input from participants, parents, or teachers through survey questionnaires, whereas others employed verbal feedback.…”

“…The study [44] used a calculator app, HP Reveal, and AR markers using HP reveal. A recent study [51] implemented augmented reality animation, and some other studies [42,44,45,53,60] used different AR development applications such as HP Reveal, Unity Vuforia, Kinect, AR Kit, MAKAR, and Aurasma. In [48], the authors introduced a computer game named "MoviLetrando".…”

“…Most of the studies reviewed [44,51,57,60,64] used the camera of tablets and smartphones. Two of the reviewed studies [52,56] used Google Glasses, whereas two other studies [45,54] used a computer monitor as the AR setup. Some other studies [41,44,45,54] used flashcards, worksheets, picture cards, and Tangram puzzles in the learning process.…”

Virtual reality in communicative learning tools for children with autism spectrum disorders a systematic literature review

“…(1,2,3) En la presente revisión nos enfocaremos en la implicancia de una de las tecnologías con mucho potencial en la educación, hablamos de la realidad virtual como herramienta de apoyo a la educación enfocándonos en el rubro de personas con el trastorno del espectro autista (TEA), (4,5) reconocen la importante necesidad de poder facilitar herramientas que permitan poder desarrollarse a personas que presentan el TEA. (6,7,8,9,10) El mecanismo utilizado en la realidad virtual nos brinda la oportunidad de poder aprender o desarrollar nuevas habilidades educativas, laborales o de entretenimiento, siendo esta tecnología según lo indican la realidad virtual es un entorno de realidad virtual artificial que permite a través de sensores e imágenes tridimensionales la capacidad de sumergirse a diferentes entornos digitales, (11) por lo tanto, entiéndase que se tiene gran potencial en el aspecto de la formación o mejora del aprendizaje en personas con TEA por su accesibilidad a poder interactuar sin el protagonismo de un segundo involucrado, solo con la herramienta y las aplicaciones que esta maneje para su correcta educación. (12,13,14,15) Siendo el TEA un rubro en la salud con mucho potencial para la implementación de herramientas tecnológicas, se considera necesaria su investigación para tener un mejor entendimiento de la realidad virtual como herramienta educativa para este sector de la población, siendo esta herramienta muy adaptable para el principal obstáculo en personas con TEA como la capacidad social para su desarrollo personal y educativo.…”