TY - JOUR
T1 - Effect of sensory feedback on turn-taking using paired devices for children with ASD
AU - Nunez, Eleuda
AU - Matsuda, Soichiro
AU - Hirokawa, Masakazu
AU - Yamamoto, Junichi
AU - Suzuki, Kenji
N1 - Funding Information:
Hypothesis H2: Lighting up one device (lights indicate the turn-holder) will reduce the number of the child’s manipulations during the therapist’s turn (i.e., reduce the number of failed attempts of turn-taking). This assumption was supported by the results presented in Figure 8A. We consider that since children with ASD tend to show a strong interest in visual stimuli, illuminating only one device at a time was effective to lead the gaze shifting. This could be related to the reduction of the number of failed attempts in the sessions with the one-sided lighting rule as hypothesized in H2. Because in the one-sided lighting condition, the participant looked at the therapist’s device more often than during the two-sided lighting condition, as it was described by the results on Figure 7, this was helpful to clarify who was holding the turn at a time. A similar tendency was displayed by the data collected from COLOLO (Figure 8B). Occurrences of failed attempts of turn-taking can indicate both that the child is engaged enough to play with the toys but can also be a negative indicator of a child not being able to wait for his partner to take the turn. The human analysis and the device analysis followed a similar trend, a reduction of failed attempts at turn-taking under the one-sided lighting rule, that implies the reliability of the effect.
Publisher Copyright:
© 2018 by the authors. Licensee MDPI, Basel, Switzerland.
PY - 2018/12
Y1 - 2018/12
N2 - Most children can naturally engage in play and by this, develop skills while interacting with their peers and toys. However, children with Autism Spectrum Disorder (ASD) often show impairments in play skills which result in limited opportunities for interaction with others and the learning of social skills. In this regard, robotic devices/toys that can provide simple and attractive indications are advantageous to engage children with ASD in play activities that require social and interaction skills. This project proposes a new interaction method using paired robotic devices called COLOLO to facilitate a fundamental exchange of intention in communication so-called turn-taking. These tangible devices are designed to sense the user’s manipulation, send a message to the paired device, and display visual cues for assisting children to achieve turn-taking through play. On the sessions with COLOLO there are two devices, one held by the therapist and one by the child, and they take turns to manipulate the toys and change their colors. In this article, two experimental conditions or interaction rules: the “two-sided lighting rule” and the “one-sided lighting rule" were introduced. The two interactions rules differ from each on the way the devices used the visual cues to indicate the turn-holder. The effect of each interaction rule on children’s turn-taking behaviors was investigated through an experimental study with four children with ASD. From the results, we found that with the one-sided lighting rule participants tended to shift their gaze more and to decrease the failed attempts of turn-taking. The discussion covers the possibilities of using paired devices to describe participants’ behaviors related to turn-taking quantitatively.
AB - Most children can naturally engage in play and by this, develop skills while interacting with their peers and toys. However, children with Autism Spectrum Disorder (ASD) often show impairments in play skills which result in limited opportunities for interaction with others and the learning of social skills. In this regard, robotic devices/toys that can provide simple and attractive indications are advantageous to engage children with ASD in play activities that require social and interaction skills. This project proposes a new interaction method using paired robotic devices called COLOLO to facilitate a fundamental exchange of intention in communication so-called turn-taking. These tangible devices are designed to sense the user’s manipulation, send a message to the paired device, and display visual cues for assisting children to achieve turn-taking through play. On the sessions with COLOLO there are two devices, one held by the therapist and one by the child, and they take turns to manipulate the toys and change their colors. In this article, two experimental conditions or interaction rules: the “two-sided lighting rule” and the “one-sided lighting rule" were introduced. The two interactions rules differ from each on the way the devices used the visual cues to indicate the turn-holder. The effect of each interaction rule on children’s turn-taking behaviors was investigated through an experimental study with four children with ASD. From the results, we found that with the one-sided lighting rule participants tended to shift their gaze more and to decrease the failed attempts of turn-taking. The discussion covers the possibilities of using paired devices to describe participants’ behaviors related to turn-taking quantitatively.
KW - Behavior measurement
KW - Robot-mediated interaction
KW - Robotic toys
KW - Tangible interfaces
KW - Technology for autism
KW - Turn-taking training
UR - http://www.scopus.com/inward/record.url?scp=85079664755&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85079664755&partnerID=8YFLogxK
U2 - 10.3390/mti2040061
DO - 10.3390/mti2040061
M3 - Article
AN - SCOPUS:85079664755
SN - 2414-4088
VL - 2
JO - Multimodal Technologies and Interaction
JF - Multimodal Technologies and Interaction
IS - 4
M1 - 61
ER -