Explo ing
Explo ing he
he LIFEisGAME
LIFEisGAME P o o ype
P o o ype:
: Touchsc een
Touchsc een Ve sion
Ve sion
Saman a Al es1,2, An ónio Ma ques1,3, C is ina Quei ós1,2 & Ve ónica O alho4, 5, 6
1 Labo a ó io de Reabili ação Psicossocial (FPCEUP / ESTSP), Po ugal
2Faculdade de Psicologia e de Ciências da Educação da Uni e sidade do Po o (FPCEUP), Po ugal
3 Escola Supe io de Tecnologia da Saúde do Po o – Ins i u o Poli écnico do Po o (ESTSP), Po ugal
4 Faculdade de Ciências da Uni e sidade do Po o (FCUP), Po ugal
5Po o In e ac i e Cen e (PIC), Po ugal
6 Ins i u o de Telecomunicações (IT), Po ugal
saman[email p o ec ed] ajma ques@es sp.ipp.p cquei os@ pce.up.p
Compu e aining and mul i- echnology ha e been shown o be success ul o eaching emo ional skills o child en wi h Au ism
Spec um Diso de s (ASD; Ba on-Cohen e al., 1993; Tanaka e al., 2010). This s udy e alua ed in a sample o child en wi h ASD he
LIFEisGAME p o o ype Touchsc een compu e e sion, c ea ed by PIC Team, aiming:
- To assess he game modes: “Build he Face”, “Wha a Feeling” and “Memo y Game” o LIFEisGAME p o o ype Touchsc een
e sion, e alua ed in e ms o mo i a ion o play, beha iou , game usabili y, a ou i e cha ac e and emo ion ecogni ion abili ies.
- To assess pa icipan 's echnology usage and emo ions unde s anding h ough a pa en s´ ques ionnai e.
Golan and collabo a o s (2009) belie e ha child en wi h ASD need o be in insically mo i a ed o ensu e ha hey pay a en ion o social-emo ional s imuli ha a e o li le in e es o hem. Compu e s o e a
consis en , s able and ee o social p essu e en i onmen , ha is e y pleasing o child en wi h ASD (Moo e e al., 2000). In ou s udy i was clea ha he p o o ype game was s imula ing and engaging o he
pa icipan s. LIFEisGAME ecalls o s a e-o -a echnology o p omo e emo ional unde s anding, b inging posi i e ou comes o child en´s wi h ASD quali y o li ing. Some sugges ions o imp o e he p o o ype
game a e: o e e bal and isual ins uc ions o be e unde s and game objec i es, add sound e ec s, e iew eyes 'size o main cha ac e . In he game mode “Build he ace”, make possible o child o d aw
di ec ly on o cha ac e ´s ace. This compu e game o e s a aining oppo uni y o p ac ice impo an social skills in a un and educa i e way. Al hough his is jus a p o o ype i has he po en ial o help child en wi h
ASD o be e communica e hei emo ions and o be e unde s ands o he s emo ional s a es.
- Ba on-Cohen, S., Spi z, A., & C oss, P. (1993). Can Child en wi h au ism ecognize su p ise ? Cogni ion and Emo ion, 21, 37-46.
- Tanaka, J., Wol , J., Klaiman, C., Koenig, K., Cockbu n, J., He lihy, L., B own, C., S ahl, S., Kaise, M.D. & Schul z, R. (2010). Using Compu e ized Games o Teach Face Recogni ion Skills o Child en wi h Au ism
Spec um Diso de : The Le 's Face I ! P og am. Jou nal o Child Psychia y and Psychology, 2258, 1-12.
Pa icipan s:10 child en wi h a diagnose o Au ism Spec um Diso de s. Ages a ied om 7-13 yea s old (AV=8.5 SD=1.84), 90% male and 10% emale.
P ocedu e: We ideo eco ded each child en du ing an open 15 minu es game session, and ul illed a Obse a ion Game Session Wo kshee . Addi ionally we used a Pa en s'
Ques ionnai e, and pa en s also signed a pa en al consen o m. Th ee game modes we e p esen ed (Figu es 1 o 5, Au ho ized pho os o child en): “Build he Face” ( he playe
d aws acial exp essions on he a a a ´s ace acco ding o ins uc ions), “Wha a eeling” ( he playe is encou aged o iden i y a p e-selec ed exp ession in an a a a showing
emo ions in a dynamic andom o de ) and “Memo y Game“ (pai ing acial exp essions o models). All game modes had a aining and a challenge op ion wi h 3 le els: easy, medium
and ha d. The p o o ype game was p esen ed on a Touchsc een compu e (21 inches, 1080 esolu ion) in a qui e se ing, wi h con olled noise and ligh .
*(c) Copy igh Po o In e ac i e Cen e , 2012
O e all game play and cha ac e s: in e ms o game play, he pa icipan s easily engaged in he game. The main cha ac e Néné was appealing, al hough he e we e some issues abou he eyes being o big.
O e all, he mos selec ed cha ac e was he Monkey. Some exci emen and s e eo yped beha iou s we e obse ed du ing play. Pa icipan s enjoyed he p o o ype game, and all used he 15 minu es play ime, bu
i s ill needs o be simpli ied because some game op ions we e no clea . All cases had p e ious expe ience wi h compu e games ha acili a ed he game-play.
Game Mode “Build he Face”: 70% o child en began explo ing he a a a ´s mou h a ea o c ea e acial exp essions - ecalling o he ske ching echnology. Some s udies showed ha people wi h ASD spend
mo e ime looking a he mou h and less o he eyes when eading acial exp essions (Klin e al., 2002; Neumann e al., 2006). O e 50% o child en ied o d aw exp essions di ec ly on o cha ac e 's ins ead o
using he can as.
Game Mode “Wha a eeling”: while playing, 60% o child en imi a ed he a a a . The ime wai ing o acial exp essions’ changemen du ing game leaded o us a ion.
Game Mode “Memo y Game”: his was he game mode played o longe , and he game objec i e was quickly pe cei ed. Child en enjoyed being able o choose cha ac e ( eal aces, Néné o Monkey cha ac e ).
Pa en s: sugges ed adding musical s imuli o he game o p omo e mo i a ion and eedback pe cep ion, since compu e s we e mainly used by he h ee pa icipan s a home o wa ch music ideos and o play
compu e games ich in music, b igh colou s and ac ion.
Acco ding o 60% o pa en s, he easie emo ions o ecognise by child en a e happy, sad and ange . This was also obse ed in he game.
Acco ding o 70% o pa en s he mos di icul emo ions o be exp essed by child en a e disgus , su p ise and ea . Ba on-Cohen e al. (1993) poin ou ha child en wi h au ism ha e a selec i e di icul y wi h
ecognizing emo ions ha in ol e s a es, such as su p ise, bu pe o m close o a e age wi h simple emo ions such as happy and sad. The mos selec ed cha ac e was he Monkey, as seen in ou Cha ac e s´
P e e ence S udy, child en a o animal ype like cha ac e s (c . Pos e 1).
Easie o ecognize: Mos di icul o ecognize:
Figu e 1* – Ini ial game in e ace Figu e 2 * – Game Mode “Wha a Feeling” Figu e 3 *– Game Mode “Memo y Game” in Figu e 4 *–Game Mode “Build he Face” Figu e 5 *– Le el op ions
1.
1. Aims
Aims
2.
2. Me hod
Me hod
3.
3. Resul s
Resul s
4.
4. Conclusions
Conclusions
5.
5. Re e ences
Re e ences