Affective computing
Computer mediated interaction in Asperger's syndrome: the Bubble Dialogue program
Computers & Education
CHI '05 Extended Abstracts on Human Factors in Computing Systems
Interaction design: a multidimensional approach for learners with autism
Proceedings of the 2006 conference on Interaction design and children
Attention analysis in interactive software for children with autism
Proceedings of the 8th international ACM SIGACCESS conference on Computers and accessibility
Virtual reality school for children with learning difficulties
Proceedings of the 2005 ACM SIGCHI International Conference on Advances in computer entertainment technology
Emotionally expressive avatars for chatting, learning and therapeutic intervention
HCI'07 Proceedings of the 12th international conference on Human-computer interaction: intelligent multimodal interaction environments
IVIC'11 Proceedings of the Second international conference on Visual informatics: sustaining research and innovations - Volume Part II
Avatar: a virtual face for the elderly
Proceedings of the 10th International Conference on Virtual Reality Continuum and Its Applications in Industry
A framework for designing assistive technologies for teaching children with ASDs emotions
CHI '12 Extended Abstracts on Human Factors in Computing Systems
International Journal of Speech Technology
Hi-index | 0.00 |
Autism is a communication disorder that mandates early and continuous educational interventions on various levels like the everyday social, communication and reasoning skills. Computer-aided education has recently been considered as a likely intervention method for such cases, and therefore different systems have been proposed and developed worldwide. In more recent years, affective computing applications for the aforementioned interventions have also been proposed to shed light on this problem. In this paper, we examine the technological and educational needs of affective interventions for autistic persons. Enabling affective technologies are visited and a number of possible exploitation scenarios are illustrated. Emphasis is placed in covering the continuous and long term needs of those persons by unobtrusive and ubiquitous technologies with the engagement of an affective speaking avatar. A personalised prototype system facilitating these scenaria is described. Last but not least, we examine the feedback educators for autistic persons provide for the system in terms of its usefulness, efficiency and the envisaged reaction of the autistic persons, which has been collected by means of an anonymous questionnaire. Results illustrate the clear potential of this effort in facilitating a very promising autism intervention.