International Journal of Human–Computer Interaction : Special Issue on Designing With and For Users on the Autism Spectrum (Février 2019)

vendredi 15 février 2019

Le numéro de février 2019 de la revue International Journal of Human–Computer Interaction est consacré à l’autisme.

1. Fabri M, Satterfield D. Special Issue on Designing With and For Users on the Autism Spectrum. International Journal of Human–Computer Interaction ;2019 (2019/05/09) ;35(8):p.641-642.

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2. Weisblatt EJ, Langensiepen CS, Cook B, Dias C, Plaisted Grant K, Dhariwal M, Fairclough MS, Friend SE, Malone AE, Varga-Elmiyeh B, Rybicki A, Karanth P, Belmonte MK. A Tablet Computer-Assisted Motor and Language Skills Training Program to Promote Communication Development in Children with Autism : Development and Pilot Study. International Journal of Human–Computer Interaction ;2019 (2019/05/09) ;35(8):p.643-665.

ABSTRACTAutism is a heterogenous condition, encompassing many different subtypes and presentations. Of those people with autism who lack communicative speech, some are more skilled at receptive language than their expressive difficulty might suggest. This disparity between what can be spoken and what can be understood correlates with motor and especially oral motor abilities, and thus may be a consequence of limits to oral motor skill. Point OutWords, tablet-based software targeted for this subgroup, builds on autistic perceptual and cognitive strengths to develop manual motor and oral motor skills prerequisite to communication by pointing or speaking. Although typical implementations of user-centered design rely on communicative speech, Point OutWords users were involved as co-creators both directly via their own nonverbal behavioral choices and indirectly via their communication therapists ? reports ; resulting features include vectorized, high-contrast graphics, exogenous cues to help capture and maintain attention, customizable reinforcement prompts, and accommodation of open-loop visuomotor control.

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3. Frauenberger C, Spiel K, Makhaeva J. Thinking OutsideTheBox - Designing Smart Things with Autistic Children. International Journal of Human–Computer Interaction ;2019 (2019/05/09) ;35(8):p.666-678.

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4. Martin E, Cupeiro C, Pizarro L, Roldán-Álvarez D, Montero-de-Espinosa G. “Today I Tell” A Comics and Story Creation App for People with Autism Spectrum Condition. International Journal of Human–Computer Interaction ;2019 (2019/05/09) ;35(8):p.679-691.

ABSTRACTThis article describes the design, development, and evaluation of an application to help people with autism spectrum condition (ASC) express themselves through the creation of stories and comics. The intended platform of the application is touchscreen devices. The design process follows a human-centered design approach involving caregivers, teachers, usability experts, primary school students, and people with ASC. The characteristics considered are explained to design and implement the application, as well as the different evaluation steps. The prototype design was evaluated with 36 experts (teachers, caregivers, and usability experts). Next, 14 primary school students and 10 participants from a special education institution tested the application. Among all the participants, five students of the primary school institution have attention-deficit hyperactivity disorder and five students of the special education institution had ASC. The feedback gathered shows the importance of multidisciplinary teams in developing an application aimed at people with special needs. Non-functional features such as usability and accessibility can be bypassed by developers and this is the point at which teachers, caregivers, usability experts, and even the end users of the application can provide their insights in order to improve the product during its development phase. This also reduces the costs that would be incurred if the final product had to be changed after its development.

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5. Roper T, Millen Dutka L, Cobb S, Patel H. Collaborative Virtual Environment to Facilitate Game Design Evaluation with Children with ASC. International Journal of Human–Computer Interaction ;2019 (2019/05/09) ;35(8):p.692-705.

ABSTRACTInvolvement of children with autism spectrum conditions (ASC) in the design of new educational technology is becoming more prevalent. Despite potential barriers due to communication and ideation difficulties for children with ASC, adapted participatory design methods can successfully facilitate their direct involvement. Nonetheless, methods requiring face-to-face communication can still be difficult for children with ASC and research suggests that technology mediation could facilitate their contribution. This study explores the use of collaborative virtual environments (CVEs) as a medium through which students evaluated existing computer games and offered suggestions for game development. CVEs in which the users were represented by (a) avatars and (b) video-pods were compared to a face-to-face condition. Twelve typically developing (aged 8 ?9 years), 12 higher ability ASC (12 ?14) and 4 lower ability ASC children (12 ?14) participated. All student groups preferred the video-pod CVE and students with ASC were generally better able to contribute effectively through this medium than face-to-face.

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6. Sturm D, Kholodovsky M, Arab R, Smith DS, Asanov P, Gillespie-Lynch K. Participatory Design of a Hybrid Kinect Game to Promote Collaboration between Autistic Players and Their Peers. International Journal of Human–Computer Interaction ;2019 (2019/05/09) ;35(8):p.706-723.

ABSTRACTWe report on the participatory design of a hybrid two-player Kinect game to encourage complex emotion recognition and collaboration between autistic people and their peers. From its inception, autistic college students have been involved in an iterative process to design, evaluate, and redesign the game. The emotion recognition game has two playing phases. In the first phase, the players independently assemble pieces in a digital puzzle. In the second phase, players communicate in-person to agree on the appropriate emotion for the context and construct the emotional face for the body they have assembled together. We also designed collaborative reward games that require the two players to cooperate and one that encourages players to look at each other. In order to assess the level of in-game cooperation, we added a face tracking component that automatically quantifies collaboration and can replace time-consuming hand-coded evaluations. We report on how this game was designed and built by a team of autistic students, their peer mentors, a psychologist, computer scientists, and a graphic artist. Preliminary observations show that modeling of emotion recognition and collaboration by peers with stronger social skills is emerging as a central aspect of the effectiveness of our game. The participatory process has led to several design changes including one that dramatically increased player collaboration. We share insights and lessons learned that can guide others working in participatory design.

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