The document proposes designing an interactive learning device for children with autism. It would focus on the interface to make it fun and easy to use. The goal is to help children communicate their feelings, interact with others, and aid in their education by helping them learn things like shapes, colors, numbers and letters. It discusses existing apps like Reactickles and Somantics that were influences. The proposed design would include simple icons and interactions to teach emotions and different educational topics in a repetitive way that appeals to children with autism. State diagrams and a storyboard provide examples of how the emotion game might work and allow for teacher assistance.
3. BRIEF
To design a device for use by children with learning
difficulties, especially Autism.
The product must have a computing element to it
and the main focus should be on designing the
interface between the person and the computer.
It should allow the child to communicate their
feelings in way that others can understand but be
fun for the child to use.
It should also help them to interact with other
children.
5. AUTISM
Autism is a lifelong developmental disability that
affects how a person communicates with, and
relates to, other people and the world around them.
It is a spectrum condition, which means that, while
all people with autism share certain areas of
difficulty, their condition will affect them in different
ways. Asperger syndrome is a form of autism. (The
National Autistic Society)
6. 3 AREAS OF DIFFICULTY
Difficulty with social communication
Difficulty with social interaction
Difficulty with social imagination
7. SOCIAL COMMUNICATION
People with autism have difficulties with both
verbal and non-verbal language.
Many have a very literal understanding of
language, and think people always mean exactly
what they say.
Difficult to understand:
facial expressions or tone of voice
jokes and sarcasm
common phrases and sayings
8. SOCIAL INTERACTION
Difficulty recognising or understanding other
people's emotions and feelings.
appear to be insensitive as not recognised how
someone else is feeling
prefer to spend time alone
not seek comfort from other people
appear to behave 'strangely' or inappropriately, as
it is not always easy for them to express feelings,
emotions or needs.
9. SOCIAL IMAGINATION
Hard to:
understand and interpret other people's thoughts,
feelings and actions
predict what will happen next, or what could happen
next
understand the concept of danger
engage in imaginative play and activities
prepare for change and plan for the future
cope in new or unfamiliar situations.
Difficulties with social imagination should not be confused
with a lack of imagination. Many people with autism are
very creative and may be, for example, accomplished
artists, musicians or writers.
10. CURRENT PRODUCTS
Apps are the main device for Autistic children to
learn.
Reactickles and Somantics, developed by Wendy
Keay-Bright, is a series of apps to aid self
awareness.
No products to aid learning in special needs
schools, especially not for children with Autism.
Plenty of research to suggest that technology could
help Autistic children learn.
11. BBC NEWS STORY ON EFFECTIVENESS OF APPS
FOR AUTISTIC CHILDREN'S LEARNING
Technology has completely and utterly changed Veronica's life.
"She has gone from being a little girl who had no way of showing us how much
she knew, to a little girl who now has a portable device she can laugh, play and
engage with," says her mother Sam Rospigliosi, from Edinburgh. Who knows,
she might even use it as her voice in the years ahead if she never learns how
to speak again."
Veronica is six years old and severely affected by autism. She has significant
learning difficulties and finds many social situations very difficult. She lost all
her speech three years ago. But in common with many other children like her,
touchscreen computers have provided a way of learning and communicating
that plays to her strengths. As a result, devices like iPads are fast becoming a
'must-have' for many families of children with autism.
Richard Mills, head of research at Research Autism and the National Autistic
Society, says the technology is an opportunity to take "a huge step forward in
our understanding of autism".
"They allow us to have an insight into how children think. People with autism
have a different kind of intelligence. Their visual memory is strong, so PCs are
highly motivating."
12. CONTINUED
When Veronica took part in the trial of a new iPad app called FindMe, designed by a
team of researchers at the University of Edinburgh, she loved the experience.
"Every time Veronica got an answer right, she got a token and she knew she had to get
five tokens to get to the musicbox," her mum says. She was very motivated to answer
the questions."
Aimed at non-verbal children from the age of 18 months upwards, the app encourages
players to focus on other people and their needs, something people with autism find
difficult.
Dr Sue Fletcher-Watson, a psychologist from the University of Edinburgh who led the
app's development, says using touchscreen technology is crucial.
"A mouse and keyboard are not accessible for the youngest children. Early intervention
is key for the most severely affected and iPads have allowed us to design for youngest
ages. The app allows children to rehearse simple social skills over and over again.
Practice makes perfect."
Mills says he has been surprised by the progress that some students have made in
schools using apps on touchscreen tablet computers. But he is cautious too.
"Don't expect miracles. Technology can revolutionise the way children with autism
communicate, but not in all cases. Different apps will work for different children with
different needs. Independent touchscreen apps look very promising but they are
sometimes just a slick way of using flash cards. Parents need to approach this sensibly
and methodically."
13. CONTINUED
He also recommends talking to the child's school to ensure that any apps being
used for home learning are compatible with the school's approach. And he says
parents should always restrict the length of time children use computer devices, to
make sure they do not become obsessed by them.
For Sam, her daughter's iPad is a huge positive which provides a route into
learning that boosts her independence and her confidence. And it has given her
some street cred with other children too.
"It has given people respect for what Veronica can do and a tangible insight into
what it must be like to have all these cognitive skills but no way of telling us about
them."
Dr Fletcher-Watson puts the success of apps like hers down to the way children
with autism like to learn.
"Family and friends reward children with smiles and encouraging comments, but
autistic children don't understand these social reactions. PCs allow them to
develop in a more motivational learning environment, which is comfortingly
repetitive."
Veronica's peers are still too young to understand her differences, Sam says, but
they are starting to see what she is capable of.
"As one little boy said on the bus last week after he saw how quickly she could
complete a puzzle, 'Why doesn't she talk? Look, she's actually quite smart.'"
14. SOMANTICS
The Somantics concept is a suite of applications that
use touch, gesture and camera input to encourage,
capture and amplify the interests of young people with
Autistic Spectrum Conditions and other related
communication difficulties. The overarching goal of
Somantics is promote greater self-awareness,
confidence and independence.
Interaction with Somantics is repetitious, flowing and
highly expresssive. The applications are non-
competitive; users discover their own purpose. The
Somantics interface enables users to choose an
application and to exlpore with little, if any, assistance
from others. Independence will increase through further
exploration of the system.
(somantics.com/about accessed 2/5/2013 online)
15. REACTICKLES
Reactickels is very similar to Somantics.
It is a suite of applications that use touch, gesture
and audio input to encourage interactive
communication. The overarching goal of
ReacTickles Magic is to allow users to playfully
explore the magical possibilities of the system
without prior knowledge or skill with technology.
The variety of input modes reward any action with
a dynamic array of animated shapes and patterns.
17. EMOTIONS
Key issue with autistic children
Help to show emotions
Help to understand others emotions
18. EDUCATION
Should still be an educational tool
Help learn shapes
Help learn colours
Help learn numbers and the alphabet
19. REACTICKLES AND SOMANTICS
Developed at UWIC
Encourages imaginative play and a fun learning
environment.
This is could be included in my design.
20. INTERACTION LAYOUT
Simple to use
Easy to understand
No complex symbols
Everything plays to schemas that are already in
place (eg red = stop, angry etc)
29. STATE TRANSITION DIAGRAMS – EMOTION
GAME
SAD
DISGUSTED
CRYING
EMBARESSED
Coloured
words match
to screen.
This is due
to each
screen
connecting
to each other
and so
would be to
confusing.
