Wearable Immersive Storytelling for Disabled Children

Garzotto, Franca; Gelsomini, Mirko; Clasadonte, Francesco; Montesano, Daniele; Occhiuto, Daniele

doi:10.1145/2909132.2909256

Cited by 22 publications

(8 citation statements)

References 13 publications

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“…Recently, with the spread of mobile devices, there is an increased interest in exploring the potential of technology to support children with ASD by addressing their challenges, such as joint attention [2], social and communication skills [17] and behavioural problems [20]. Empirical data shows promise for the effectiveness of educational technology for children with autism [13,15].…”

Section: Introductionmentioning

confidence: 99%

S$$^{2}$$C$$^{2}$$: Toward an App to Support Social Story$$^\mathrm{TM}$$ Comprehension Checking in Children with ASD

Constantin

Georgiou

Alexandru

et al. 2019

Human-Computer Interaction – INTERACT 2019

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Children with Autism Spectrum Disorders (ASD) have difficulties with social communication and interaction. Social Stories TM are a well-known intervention to help them overcome these difficulties. During these interventions, practitioners must check children's understanding of various concepts that are taught. However, this activity-comprehension checking-is often skipped as practitioners find it difficult and time consuming. Our project explores how a technology-based tool (the S 2 C 2 app) can be designed and developed to support Social Story TM comprehension checking in children with ASD (aged 7-12) by involving typically developing children (TD) and experts in ASD and HCI. An initial pilot evaluation with sixteen TD children and five experts in ASD and HCI suggested that the S 2 C 2 app provides appropriate engaging activities for children and facilitates Social Story TM comprehension checking. However, caution must be taken in extending the results and more studies involving children with ASD are planned to be conducted in the future.

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Section: Introductionmentioning

confidence: 99%

S$$^{2}$$C$$^{2}$$: Toward an App to Support Social Story$$^\mathrm{TM}$$ Comprehension Checking in Children with ASD

Constantin

Georgiou

Alexandru

et al. 2019

Human-Computer Interaction – INTERACT 2019

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“…In IDC, there is a large body of work proposing design solutions for children with cognitive and sensory impairments, with physical disabilities and with other developmental difficulties. This list includes, but is not limited to, influential work on neurofeedback brain computer interfaces [2], on visual installations to engage with children with autism [53], on the design of auditory interfaces for blind children [58], and on wearable technology for storytelling for children with cognitive disabilities [23]. A good review of the work done in IDC in this area can be found in [6].…”

Section: The Challenges Of Co-design and Special Needsmentioning

confidence: 99%

Enabling children to design for others with expanded proxy design

Metatla

Read

Horton

2020

Proceedings of the Interaction Design and Children Conference

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We explore the question of how child designers can provide design ideas for technology that might reduce the marginalisation that can be experienced by some of their peers. To do this, we introduce the idea of Expanded Proxy Design that moves beyond the notion of "proxies as people" in design, to guide methods for engaging children into thinking about design ideas for a group that exists at some distance from their own experience. We outline three case studies where we made use of such methods. First, we consider expanded proxies in the context of technology and newly immigrant children who are unable to speak in English. Second, we consider the case of designing technology for children with and without visual impairments. Finally, we consider designing playful experiences for children with different temperaments. We reflect on the extent to which this expanded notion of proxies can be used as a meaningful vehicle for overcoming marginalisation and exclusion when children with different abilities design for each other. And we suggest ways to characterise, develop and refine expanded proxy design methods in this broader sense.

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“…Many of the studies report the design and evaluation of a combination of technologies, rather than a single technology [3,7,9,10,11,12,18,20,28,33,35,37,39,44]. However, in terms of which technologies were the primary or main focus of the project twelve studies focused on mobile devices such as android or smart phones, tablets and IPads [2,3,16,18,21,22,23,24,34,35,36,40].…”

Section: Overview Of the Corpusmentioning

confidence: 99%

“…Nine studies in the review focused on the Internet [1,8,12,25,30,31,32,33,44]. Three studies report the development of virtual reality applications [3,9,39]. Three of the studies focused on software [15,20,29].…”

Section: Overview Of the Corpusmentioning

confidence: 99%

See 1 more Smart Citation

A proposal for a unified framework for the design of technologies for people with learning difficulties

Tai-Seale

Garcia-Carrisoza

Rix

et al. 2018

TAD

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BACKGROUND: Existing generic technology design principles and guidelines are considered not to be sensitive enough to meet the needs of people with learning difficulties. OBJECTIVE: To propose a unified design framework that can inform the design of technologies for people with learning difficulties METHODS: A literature search was undertaken and the resulting papers were analysed and coded in order to identify common ideas or recommendations that could be clustered into design principles. RESULTS: Four main categories of design principles were identified: learning support, accessibility, usability and agency. A conceptual framework incorporating diversity, difference and digital inclusion offers a way to understand the consequences of applying or not applying some or all of the principles. CONCLUSIONS: A unified framework for the design of technologies for people with learning difficulties has the potential to fill the gap that more generic design guidelines cannot fill with regards to meeting the very specific needs of people with learning difficulties.

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Wearable Immersive Storytelling for Disabled Children

Cited by 22 publications

References 13 publications

S$$^{2}$$C$$^{2}$$: Toward an App to Support Social Story$$^\mathrm{TM}$$ Comprehension Checking in Children with ASD

S$$^{2}$$C$$^{2}$$: Toward an App to Support Social Story$$^\mathrm{TM}$$ Comprehension Checking in Children with ASD

Enabling children to design for others with expanded proxy design

A proposal for a unified framework for the design of technologies for people with learning difficulties

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