Advertisement

Mobile Augmented Reality to Support Teachers of Children with Autism

  • Lizbeth Escobedo
  • Monica Tentori
Part of the Lecture Notes in Computer Science book series (LNCS, volume 8867)

Abstract

The visual supports teachers use during the object discrimination therapies of children with autism are not interactive, and children with autism lose concentration and motivation, resulting in increasing the workload of teachers during therapies. We hypothesize that augmented reality (AR) could offer a new type of “augmented visual support” capable of providing the visual support and interactivity teachers need to engage children with autism during therapies. We present a deployment study of MOBIS to understand if mobile AR technologies could reduce the burden and workload of teachers during therapies. We analyze a data-set of 8-weeks deployment study of the use of MOBIS in three classrooms of students with autism (n=21, 7 teachers and 14 students with autism). We found that MOBIS enables multitasking, and reduces teachers’ burden and workload. We close discussing directions for future work

Keywords

Autism Social issues Technology Enhanced Learning Cognitive assistive technologies Pervasive computing 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Quill, K.: Instructional Considerations for Young Children with Autism: The Rationale for Visually Cued Instruction. Journal of Autism and Developmental Disorders 27(6) (1997)Google Scholar
  2. 2.
    Guberman, N.: Caregivers: Their Role in Rehabilitation. In: International Encyclopedia of Rehabilitation, Center for International Rehabilitation Research Information and Exchange (CIRRIE), Buffalo, NY (2010)Google Scholar
  3. 3.
    Williams, G., Pérez-González, L.A., Muller, A.: Using a combined blocking procedure to teach color discrimination to a child with autism. Journal of Applied Behavior Analysis 38(4), 555–558 (2005)CrossRefGoogle Scholar
  4. 4.
    Escobedo, L., et al.: Integrating the physical and the digital world to increase the attention of children with autism. IEEE Pervasive Computing (to appear, 2014)Google Scholar
  5. 5.
    Abowd, G.D., Mynatt, E.D.: Charting Past, Present, and Future Research in Ubiquitous Computing. ACM Transactions on Computer-Human Interaction (TOCHI) 7(1), 29–58 (2000)CrossRefGoogle Scholar
  6. 6.
    Monibi, M., Hayes, G.: Mocotos: Mobile Communications Tools for Children with Special Needs. In: IDC 2008. ACM, Chicago (2008)Google Scholar
  7. 7.
    Escobedo, L., et al.: MOSOCO: A Mobile Assistive Tool to Support Children with Autism Practicing Social Skills in Real-Life Situations. In: CHI 2012. ACM, Austin (2012)Google Scholar
  8. 8.
    Hayes, G.R., et al.: Interactive Visual Supports for Children with Autism. Personal and Ubiquitous Computing 14(7) (2010)Google Scholar
  9. 9.
    Strauss, A., Corbin, J.: Basics of Qualitative Research: Techniques and procedures for developing grounded theory. Sage, Thousand Oaks (1998)Google Scholar
  10. 10.
    Kuniavsky, M.: Observing the user experience: A practitioner’s guide to user research. Morgan Kaufmann, San Francisco (2003)Google Scholar
  11. 11.
    Mintzberg, H.: Structured Observation as a Method to Study Managerial Work. The Journal of Management Studies 7(1), 87–104 (1970)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  • Lizbeth Escobedo
    • 1
  • Monica Tentori
    • 1
  1. 1.Computer Science DepartmentCICESE Research CenterEnsenadaMéxico

Personalised recommendations