Using Multitouch Collaboration Technology to Enhance Social Interaction of Children with High-Functioning Autism

Abstract

These findings provide support for the use of collaborative technology-based interventions within educational settings to enhance social interaction of children with HFASD.

Collaborative Tabletops for Blind People

“…On average, we found 4.8 (SD=2.5), 5.5 (SD=3.5), and 6.6 (SD=2.8) WA information exchanges in the private, task-dependent, and public modes, respectively. We did not find a significant main effect of either feedback mode (F (2,18) of WA information exchanges. However, we did find a significant interaction between factors (F(2,18)=4.489, p<.05), suggesting that the public feedback mode is more sensitive to distractors than private mode (F(2,18)=7.573, p<.05), increasing total information exchanges.…”

“…In the past decade, interactive tabletops have been successfully used in multiple domains, including healthcare, education, entertainment, and cultural exhibitions [2,18,34,36]. These devices show significant advantages in supporting multi-user interaction, namely due to their large shared surface.…”

“…Also, tabletop geometry has been shown to encourage equitable participation among users as well as simultaneous individual interactions with the digital content [32,33]. Previous research highlights several benefits of using interactive tabletops: improving collaborative learning [37,55], supporting reflection-type conversations [32], enhancing social interaction [18], fostering creativity as well as engagement [10,17]. However, people with visual impairments can struggle to engage with such large surfaces [23,39].…”

Sinbad and the Magic Cure: A Serious Game for Children with ASD and Auditory Hypersensitivity

“…A large number of studies have demonstrated significant improvements in the social interaction, communication and conversation skills of children with ASD after playing SGs [6][7][8][9]. For instance, PixTalk [8] is a smart phone application, with many pictures designed to help children express their feelings and emotions by browsing and selecting images.…”

Training Joint Attention Skills and Facilitating Proactive Interactions in Children With Autism Spectrum Disorder: A Loosely Coupled Collaborative Tabletop-Based Application in a Chinese Special Education Classroom

“…Over the past several years, a number of collaborative technology-enabled training applications emerged to provide a safer, affordable, and repetitive environment for children with ASD (Chen, 2012; Kientz, Goodwin, Hayes, & Abowd, 2013; Millen et al., 2011). Among them, collaborative games have gained prominence to train children joint attention skills (e.g., Battocchi et al., 2009; Boyle, Arnedillo-Sanchez, & Zahid, 2015; Gal, Lamash, Bauminger-Zviely, Zancanaro, & Weiss, 2016; Giusti, Zancanaro, Gal, & Weiss, 2011; Goh, Shou, Tan, & Lum, 2012; Millen et al., 2011; Piper, O’Brien, Morris, & Winograd, 2006; Rehg et al., 2013), mainly due to its inherent multiuser features to promote and facilitate collaborative work and information sharing (Edward, Greenberg, Shen, & Forlines, 2007; Silva et al., 2015). However, the majority of these games are often developed to enhance children’s social communication skills and promote cooperative works (Battocchi et al., 2009; Ben-Sasson et al., 2013; Boyle et al., 2015; Gal et al., 2016; Giusti et al., 2011; Goh et al., 2012; Hourcade, Bullock-Rest, & Hansen, 2012; Millen et al., 2011; Rehg et al., 2013; Silva et al., 2015); as such, these applications contain only one workspace where collaboration is tightly coupled (Battocchi et al., 2009; Giusti et al., 2011; Piper et al., 2006).…”