Abstract
This study adopts a Sequence Learning Strategy based on social stories and designs a sequential social story situation board game system using Augmented Reality (AR) technology (SL-ARS). In the system, the content of social stories is decomposed into social situation units with a Sequence Learning structure, different social situation judgment tasks are added into the stories, and autistic children are taught to think about the order of social events and situations that occur in their daily environment, correctly prioritize social situational states, and learn how to give appropriate social responses to others in a given situation.
This study recruited three 7–9-year-old children with autism and observed the explicit behavior of autistic children during the operation of SL-ARS by micro-behaviors for video coding. After performing the SL-ARS system in an autism case, we found that autistic children performed well in understanding social situations and responding to other people’s physical behavior, as they can understand the sequence of social situations from SL-ARS, and observe the social reciprocity of social situations through the structured visual learning framework. In the process of playing, AR can improve the learning motivation and operating pleasure of autistic children to understand the social situation, and construct the relationship of social cognition and social reciprocity of autistic children into the context of social situations. This interactive learning gives them the social skills and context to develop social situations, and we believe that AR technology combined with the sequential social context is helpful to train autistic children’s social reciprocal ability.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, 5th edn. American Psychiatric Publishing, Arlington (2013)
Kanner, L.: Autistic disturbances of affective contact. Nerv. Child 2(3), 217–250 (1943)
Schmidt, C., Stichter, J.P.: The use of peer-mediated interventions to promote the generalization of social competence for adolescents with high-functioning autism and Asperger’s Syndrome. Exceptionality 20(2), 94–113 (2012)
Bellini, S., Benner, L., Hopf, A., Peters, J.K.: A metaanalysis of school-based social skills interventions for children with autism spectrum disorders. Remedial Spec. Educ. 28(3), 153–162 (2007)
Hwang, B., Hughes, C.: The effects of social interactive training on early social communicative skills of children with autism. J. Autism Dev. Disord. 30(4), 331–343 (2000). https://doi.org/10.1023/A:1005579317085
Gray, C.A., Garand, J.D.: Social stories: improving responses of students with autism with accurate social information. Focus Autistic Behav. 8(1), 1–10 (1993)
Sansosti, F.J., Powell-Smith, K.A., Kincaid, D.: A research synthesis of social story interventions for children with autism spectrum disorders. Focus Autism Other Dev. Disabil. 19(4), 194–204 (2004)
Smith, C.: Using social stories to enhance behaviour in children with autistic spectrum difficulties. Educ. Psychol. Pract. 17(4), 337–345 (2001)
Kokina, A., Kern, L.: Social Story™ interventions for students with autism spectrum disorders: A meta-analysis. J. Autism Dev. Disord. 40(7), 812–826 (2010). https://doi.org/10.1007/s10803-009-0931-0
National Autism Center. https://www.nationalautismcenter.org/
Chen, C.H., Lee, I.J., Lin, L.Y.: Augmented reality-based video-modeling storybook of nonverbal facial cues for children with autism spectrum disorder to improve their perceptions and judgments of facial expressions and emotions. Comput. Hum. Behav. 55, 477–485 (2016)
Kunda, M., Goel, A.K.: Thinking in pictures as a cognitive account of autism. J. Autism Dev. Disord. 41(9), 1157–1177 (2011). https://doi.org/10.1007/s10803-010-1137-1
Lee, I.J.: Augmented reality coloring book: an interactive strategy for teaching children with autism to focus on specific nonverbal social cues to promote their social skills. Interact. Stud. 20(2), 256–274 (2019)
Lee, I.J., Lin, L.Y., Chen, C.H., Chung, C.H.: How to create suitable augmented reality application to teach social skills for children with ASD. In: Mohamudally, N. (ed.) State of the Art Virtual Reality and Augmented Reality Knowhow, vol. 8, pp. 119–138. BoD – Books on Demand, Norderstedt (2018)
Marto, A., Almeida, H.A., Gonçalves, A.: Using augmented reality in patients with autism: a systematic review. In: Tavares, J., Natal Jorge, R. (eds.) VipIMAGE 2019. Lecture Notes in Computational Vision and Biomechanics, vol. 34, pp. 454–463. Springer, Cham (2019). https://doi.org/10.1007/978-3-030-32040-9_46
Chen, C.H., Lee, I.J., Lin, L.Y.: Augmented reality-based self-facial modeling to promote the emotional expression and social skills of adolescents with autism spectrum disorders. Res. Dev. Disabil. 36, 396–403 (2015)
Lee, I.J., Chen, C.H., Wang, C.P., Chung, C.H.: Augmented reality plus concept map technique to teach children with ASD to use social cues when meeting and greeting. Asia-Pac. Educ. Res. 27(3), 227–243 (2018). https://doi.org/10.1007/s40299-018-0382-5
Wooster, J.S., Papert, S.: Mindstorms: children, computers, and powerful ideas. Engl. J. 71(8), 171–172 (1982)
Albo-Canals, J., et al.: Comparing two LEGO Robotics-based interventions for social skills training with children with ASD. In: 2013 IEEE RO-MAN, pp. 638–643 (2013)
Acknowledgments
We are grateful to the Executive Yuan and Ministry of Science and Technology for funding under project No. MOST 107-2218-E-027 -013 -MY2.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this paper
Cite this paper
Hsu, HT., Lee, IJ. (2020). Using Augmented Reality Technology with Serial Learning Framework to Develop a Serial Social Story Situation Board Game System for Children with Autism to Improve Social Situation Understanding and Social Reciprocity Skills. In: Antona, M., Stephanidis, C. (eds) Universal Access in Human-Computer Interaction. Applications and Practice. HCII 2020. Lecture Notes in Computer Science(), vol 12189. Springer, Cham. https://doi.org/10.1007/978-3-030-49108-6_1
Download citation
DOI: https://doi.org/10.1007/978-3-030-49108-6_1
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-49107-9
Online ISBN: 978-3-030-49108-6
eBook Packages: Computer ScienceComputer Science (R0)