DiamondTouch: a multi-user touch technology
Proceedings of the 14th annual ACM symposium on User interface software and technology
Cooperative gestures: multi-user gestural interactions for co-located groupware
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
SIDES: a cooperative tabletop computer game for social skills development
CSCW '06 Proceedings of the 2006 20th anniversary conference on Computer supported cooperative work
Direct-touch vs. mouse input for tabletop displays
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Multimodal multiplayer tabletop gaming
Computers in Entertainment (CIE) - Interactive TV
Software and technologies designed for people with autism: what do users want?
Proceedings of the 10th international ACM SIGACCESS conference on Computers and accessibility
Collaboration and interference: awareness with mice or touch input
Proceedings of the 2008 ACM conference on Computer supported cooperative work
Collaborative concept mapping at the tabletop
ACM International Conference on Interactive Tabletops and Surfaces
Dimensions of collaboration on a tabletop interface for children with autism spectrum disorder
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
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In this paper we describe a co-located interface on a tabletop device to support social competence training for children with Autism Spectrum Disorder. The interface has been developed on the multi-user DiamondTouch tabletop device as a 3-user application for two children and a facilitator (therapist or teacher). It takes advantage of the DiamondTouch table's unique ability to recognize multiple touches by different users in order to constrain interactions in a variety of ways. This paper focus on the support provided by the system to enhance a facilitator's management of interaction flow to increase its effectiveness during social competence training. We discuss the observations collected during a small field study where two therapists used the system for short sessions with 4 pairs of children. Although limited by the number of participants to date, the interactions that emerged during this study provide important insight regarding ways in which collaborative games can be used to teach social competence skills. Thus the children benefit from the motivational and engagement value of the games while the facilitator gains access to new tools to intrinsically support and shape the session.