Using affective avatars and rich multimedia content for education of children with autism

Konstantinidis, Evdokimos I.; Hitoglou-Antoniadou, Magda; Luneski, Andrej; Bamidis, Panagiotis D.; Nikolaidou, Maria

doi:10.1145/1579114.1579172

Cited by 54 publications

(38 citation statements)

References 16 publications

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“…[15] evaluates the implementation of ACALPA edutainment platform for autistic children. The platform uses an affective avatar, synthesized speech and multimedia content (videos, images and sounds) aiming at supporting and facilitating the teacher-child interaction.…”

Section: A Autism Spectrum Disordersmentioning

confidence: 99%

ICTs in Speech and Language Therapy

Drigas

Petrova

2014

Int. J. Eng. Ped.

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Abstract-Over the past decade speech and language therapy has taken an interesting turn towards the use of information communication technologies (ICTs) for diagnosis of disorders and delivery of therapy. In many cases ICTs have worked as assistive tools to therapists, while in others as sole providers of therapy, especially in remote areas. In this report we provide a brief overview of the most representative articles for applications and assistive technologies used for assessment and intervention purposes in Speech Therapy according to the type of disorders.

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Section: A Autism Spectrum Disordersmentioning

confidence: 99%

ICTs in Speech and Language Therapy

Drigas

Petrova

2014

Int. J. Eng. Ped.

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“…Mean of the 1st, 2nd, 3rd, and 4th formant [5][6][7][8] Maximum of the 1st, 2nd, 3rd, and 4th formant [9][10][11][12] Minimum of the 1st, 2nd, 3rd, and 4th formant [13][14][15][16] Variance of the 1st, 2nd, 3rd, and 4th formant [17][18][19][20] Skewness of the 1st, 2nd, 3rd, and 4th formant [21][22][23][24] Interquartile range of the 1st, 2nd, 3rd, and 4th formant [25][26][27][28] Range (i.e. maximum-minimum) of the 1st, 2nd, 3rd, and 4th formant [29][30][31][32] 90th percentile of the 1st, 2nd, 3rd, and 4th formant Several observations are made by the research community with respect to the correspondence among features and emotional categories. Previous work [14] has indicated that anger presents an increased pitch, happiness demonstrates an increased intensity, whereas sadness exhibits a decrease in high-frequency energy.…”

Section: Feature Extractionmentioning

confidence: 99%

“…Also, fatigue can be detected in the driver's voice and the driver can be alerted [13]. Other examples of emotion aware systems include support for people with disabilities, such as educational software [8] for people with autism [29] or serious visual impair. Alternative applications deal with emotion detection in games and human-robot interaction.…”

Section: Introductionmentioning

confidence: 99%

Speaker-independent emotion recognition exploiting a psychologically-inspired binary cascade classification schema

Kotti

Paternò

2012

Int J Speech Technol

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In this paper, a psychologically-inspired binary cascade classification schema is proposed for speech emotion recognition. Performance is enhanced because commonly confused pairs of emotions are distinguishable from one another. Extracted features are related to statistics of pitch, formants, and energy contours, as well as spectrum, cepstrum, perceptual and temporal features, autocorrelation, MPEG-7 descriptors, Fujisaki's model parameters, voice quality, jitter, and shimmer. Selected features are fed as input to K nearest neighborhood classifier and to support vector machines. Two kernels are tested for the latter: linear and Gaussian radial basis function. The recently proposed speaker-independent experimental protocol is tested on the Berlin emotional speech database for each gender separately. The best emotion recognition accuracy, achieved by support vector machines with linear kernel, equals 87.7%, outperforming state-of-the-art approaches. Statistical analysis is first carried out with respect to the classifiers' error rates and then to evaluate the information expressed by the classifiers' confusion matrices.

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“…The utilisation begins with a kind of social stories in virtual environments combined with video modelling for the purpose of enhancing and developing ASD students' conversation skills [36]. A bet is also made on a VR understood as atractive and easily administered sophisticated training packages aimed at promoting learning through diferent contexts [37], continuing with a proposal to make virtual environments more realistic, reproducing the great complexity represented by the human face and achieving the most complete possible reading of the user's features [38].…”

Section: Review Of the Literature On Virtual Realitymentioning

confidence: 99%

New Educational Challenges and Innovations: Students with Disability in Immersive Learning Environments

Lledó¹,

Lorenzo-Lledó‬²,

Martínez-Roig³

et al. 2016

Virtual Learning

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In today society, one of the most demanded challenges faced by the current educational system is the educational response to diversity in the various educational contexts. University lecturers are opening new lines of research focused on issues as social demand and current reality of produced new learning environments. The general aim of this study was to design learning environments using immersive virtual reality and evaluate improvements produced by this tool in relation to the diiculties show by the participants. From that point, an action plan was created to recreate school situations with a high degree of realism and interaction using IVRSystem. In this way, we want to obtain answers according to the dysfunctions of educational system to work with these students. This was done by a mixed design. On the one hand, a quasi-experimental methodology was used with a control group and an experimental group. On the other hand, direct and observation and applicative methodology made possible the development of educational intervention in immersive learning environments. The results obtained throughout these years have given a response to the initial problem-question raised: Can immersive virtual learning environments serve as a support tool for working disabilities of students, which have a visual learning style, such as students with autism spectrum disorders?

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Using affective avatars and rich multimedia content for education of children with autism

Cited by 54 publications

References 16 publications

ICTs in Speech and Language Therapy

ICTs in Speech and Language Therapy

Speaker-independent emotion recognition exploiting a psychologically-inspired binary cascade classification schema

New Educational Challenges and Innovations: Students with Disability in Immersive Learning Environments

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