Building social awareness for teens and young adults with autism via gamification

Gay, V; Leijdekkers, P; Pooley, A

Building social awareness for teens and young adults with autism via gamification

Gay, V

Leijdekkers, P

Pooley, A

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Publication Type:: Conference Proceeding
Citation:: Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 2016, 9894 LNCS pp. 116 - 127
Issue Date:: 2016-01-01

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Field	Value	Language
dc.contributor.author	Gay, V https://orcid.org/0000-0002-4301-1995	en_US
dc.contributor.author	Leijdekkers, P https://orcid.org/0000-0003-3579-1175	en_US
dc.contributor.author	Pooley, A	en_US
dc.date.issued	2016-01-01	en_US
dc.identifier.citation	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 2016, 9894 LNCS pp. 116 - 127	en_US
dc.identifier.isbn	9783319458403	en_US
dc.identifier.issn	0302-9743	en_US
dc.identifier.uri	http://hdl.handle.net/10453/75849
dc.description.abstract	© Springer International Publishing AG 2016. Teens and young adults are in one of the most challenging phases of their life in terms of discovering new and complex emotions and situations. This is particularly the case for a demographic diagnosed with conditions commonly referred to as Autistic Spectrum Disorders, which is inclusive of Asperger’s Syndrome. Through a video game medium, it is possible to place the players in virtual situations that explore these the intricacies of social interaction and relationships. This could be powerful for communicating such concepts: players can be explained to, practice and given feedback in a comfortable, non-threatening, and perhaps even familiar environment. Our objective is to build such a game by modifying an already popular video game. Through modification, a game’s already existing mechanisms and resources may be repurposed for serious functions. In the case of our team, this is to allow the player to have conversations that dynamically change depending on their input. Characters in the game can be manipulated to communicate verbally and non-verbally, delivering emotive lines recorded by voice actors whilst projecting certain facial expressions and body language. We created a tangible video game learning resource that can be trialed to investigate its value to build social awareness.	en_US
dc.relation.ispartof	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)	en_US
dc.relation.isbasedon	10.1007/978-3-319-45841-0_10	en_US
dc.subject.classification	Artificial Intelligence & Image Processing	en_US
dc.title	Building social awareness for teens and young adults with autism via gamification	en_US
dc.type	Conference Proceeding
utslib.citation.volume	9894 LNCS	en_US
utslib.for	0806 Information Systems	en_US
utslib.for	080502 Mobile Technologies	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Electrical and Data Engineering
pubs.organisational-group	/University of Technology Sydney/Strength - CHT - Health Technologies
pubs.organisational-group	/University of Technology Sydney/Strength - INEXT - Innovation in IT Services and Applications
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US
pubs.volume	9894 LNCS	en_US

Abstract:

© Springer International Publishing AG 2016. Teens and young adults are in one of the most challenging phases of their life in terms of discovering new and complex emotions and situations. This is particularly the case for a demographic diagnosed with conditions commonly referred to as Autistic Spectrum Disorders, which is inclusive of Asperger’s Syndrome. Through a video game medium, it is possible to place the players in virtual situations that explore these the intricacies of social interaction and relationships. This could be powerful for communicating such concepts: players can be explained to, practice and given feedback in a comfortable, non-threatening, and perhaps even familiar environment. Our objective is to build such a game by modifying an already popular video game. Through modification, a game’s already existing mechanisms and resources may be repurposed for serious functions. In the case of our team, this is to allow the player to have conversations that dynamically change depending on their input. Characters in the game can be manipulated to communicate verbally and non-verbally, delivering emotive lines recorded by voice actors whilst projecting certain facial expressions and body language. We created a tangible video game learning resource that can be trialed to investigate its value to build social awareness.

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http://hdl.handle.net/10453/75849