Pico s Adventure. with Autism through Full-Body Interaction Prof. Narcís Parés Cognitive Media Technologies Group - DTIC

Transcription

1 Pico s Adventure Interactive Communication to foster Social Initiation in Children with Autism through Full-Body Interaction Prof. Narcís Parés Cognitive Media Technologies Group - DTIC

2 Outline Introduction European project M4All Collaboration UPF + UETD Design of Treatment Design Approach Participatory Design Demo Study Results Conclusions

3 Introduction to M4All M4All: Motion-based adaptable playful learning experiences for children with motor and intellectual disabilities Consortium: Politecnico di Milano (Italy) (coordinators) Universitat Pompeu Fabra(Barcelona) University of Piraeus Research Center (Greece) Centro BenedettaD Intino(Italy) (centre for rehabilitation & special education) Eindhoven University of Technology (Netherlands) Telecentre-Europe AISBL (Brussels) EC - Lifelong Learning Programme 2 years -December November 2014

4 Introduction to M4All M4ALL: Game-based Learning (or Playful Learning) Motion-based Computing (or Motion Based Interaction) Kinect technology: Accessibility (cost) Home use (easy installation) Feasibility of using in schools & special education centres

5 Introduction to M4All Each technologic partner addressed a different context: PolitecnicodiMilano ASD children motor rehabilitation U. Piraeus children with Dyspraxia motor rehabilitation Eindhoven U. of Tech. children with Dyspraxia motor rehabilitation UPF ASD children foster social ini a on

6 Collaboration UPF + UETD Collaboration: Full-body Interaction Lab, CMTech, UPF Unitat Especialitzada en Trastorns del Desenvolupament, Hospital Sant Joan de Déu Full-body Interaction provides: Relation between user & physical space + gestures Multiple users socialization Focus: foster attitudes & behaviors in ASD children related to social initiation

7 Design of Treatment Session Game Mode Objectives 1 Child plays alone (adaptation to environment & game) 2 Child plays with familiar adult (parents / tutors) 3 Child plays with familiar adult (parents / tutors) 4 Child plays with non-familiar ASD child (also included in treatment) Basic Social Abilities ( instrumental gestures, stimuli discrimination, recognize basic emotions, vocalization ) Basic Social Abilities + Requests + Cooperation Basic Social Abilities + Cooperation + Joint Attention Basic Social Abilities + Requests + Cooperation + Joint Attention Increasing Complexity

8 Design Approach

9 Participatory Design Objectives: Include contributions & ideas of ASD children in design Validate initial design proposals derived from requirements of UETD experts Evaluate which aspects generate greater level of motivation and interest in ASD children

10 Participatory Design 4 high functioning ASD children 5 sessions each session addressed a specific topic: the main character, the narrative, game mechanics, environment backdrop To video

11 Design of Treatment Session Game Mode Increasing Complexity 1 Child plays alone (adaptation to environment & game) 2 Child plays with familiar adult (parents / tutors) 3 Child plays with familiar adult (parents / tutors) 4 Child plays with non-familiar ASD child (also included in treatment)

12 Experimental Study 15 ASD children (age M=5,26 SD=0,88)

13 Experimental Study Recorded Data: Log files from system Session video recordings Pre- & post-test questionnaires Coding (by 4 researchers) of videos recorded during free play and during videogame (inter-rater reliability verified). Coding tool (grid) developed together with UETD experts: Social requests, social initiation, answers, gestures, interlocutors & aids.

14 Experimental results (Social aperture = requests + initiations) PAIRS PICO s ADVENTURE FREE PLAY SESSION COMPARISON PLAY CONDITION A (1-1 Pico vs. 1º Free Play) Session 1, 1º part (M= 5,83 ; SD = 6,279) Session 1 (M= 4,08; SD = 3,825) t (11) = 1,232; p =,244 Playing alone B (1-2 Pico vs. 1º Free Play) Session 1, 2º part (M= 9,33; SD = 9,614) Session 1 (M= 4,08; SD = 3,825) t (11) = 2,438; p= 0,033 Playing alone C (2-1 Pico vs. 2º Free Play) Session 2, 1º part (M= 8,77; SD = 5,540) Session 2 (M= 9,69; SD = 4,837) t (12) = -, 468; p=,648 Playing with a parent D (2-2 Pico vs. 2º Free Play) Session 2, 2º part (M= 6,85; SD= 6,866) Session 2 (M= 9,69; SD = 4,837) t (12) = -,1,271; p=,228 Playing with a parent E (3 Pico vs. 2º Free Play) Session 3 (M= 11,15; SD = 7,403) Session 2 (M= 9,69; SD = 4,837) t (12) =,881; p=,398 Playing with a parent F (4 Pico vs. 4º Free Play) Session 4 (M= 10,93; SD= 5,540) Session 4 (M = 6,50; SD = 5,110) t (13) = 3,60; p=,003 2 ASD children

15 Experimental results

16 Experimental results (Integrated & Non-integrated requests) PAIRS INTEGRATED REQUEST NON INTEGRATED REQUEST PLAY CONDITION A (1-1 Pico vs. 1º Free Play) t (11) = -0,650; p =,529 t (11) = 2,182; p =,053 Playing alone B (1-2 Pico vs. 1º Free Play) t (11) = 1,432; p =,180 t (11) =3,370; p =,006 (PICO) Playing alone C (2-1 Pico vs. 2º Free Play) t (12) = 2,889; p =,014 (PICO) t (12) =,315; p =,758 Playing with a parent D (2-2 Pico vs. 2º Free Play) t (12) =0,938; p =,367 t (12) = -1,484; p =,163 Playing with a parent E (3 Pico vs. 2º Free Play) t (12) =1,237; p =,240 t (12) =2,260; p =,043 (PICO) Playing with a parent F (4 Pico vs. 4º Free Play) t (13) =0,378; p =,711 t (13) =2,484; p =,027 (PICO) Playing with another ASD children

17 Conclusions Results show: Significant differences in social interaction between the game Pico s Adventure & Free play Potential of game to foster social aperture in conditions of child playing alone playing with a non-familiar child Not more effective in conditions of the child playing with parent compared to Free play Need caution in design of game mechanics based on physical contact can limit social interaction Some game mechanics positively foster specific gestures

18 Pico s Adventure Thanks! Any questions?