Testing pointing device performance and user assessment with the ISO 9241, Part 9 standard
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Accuracy measures for evaluating computer pointing devices
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Invited Talk: An Exploratory Social-Emotional Prosthetic for Autism Spectrum Disorders
BSN '06 Proceedings of the International Workshop on Wearable and Implantable Body Sensor Networks
Multimedia interfaces for users with high functioning autism: An empirical investigation
International Journal of Human-Computer Studies
VR '09 Proceedings of the 2009 IEEE Virtual Reality Conference
ISO 9241-9 evaluation of video game controllers
Proceedings of Graphics Interface 2009
Factors influencing skilled use of the computer mouse by school-aged children
Computers & Education
Personal and Ubiquitous Computing
A framework for designing assistive technologies for teaching children with ASDs emotions
CHI '12 Extended Abstracts on Human Factors in Computing Systems
Purposeful by design?: a serious game design assessment framework
Proceedings of the International Conference on the Foundations of Digital Games
Emotion mirror: a novel intervention for autism based on real-time expression recognition
ECCV'12 Proceedings of the 12th international conference on Computer Vision - Volume Part III
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The recognition of facial expressions is important for the perception of emotions. Understanding emotions is essential in human communication and social interaction. Children with autism have been reported to exhibit deficits in the recognition of affective expressions. Their difficulties in understanding and expressing emotions lead to inappropriate behavior derived from their inability to interact adequately with other people. Those deficits seem to be rather permanent in individuals with autism so intervention tools for improving those impairments are desirable. Educational interventions for teaching emotion recognition from facial expressions should occur as early as possible in order to be successful and to have a positive effect. It is claimed that Serious Games can be very effective in the areas of therapy and education for children with autism. However, those computer interventions require considerable skills for interaction. Before the age of 6, most children with autism do not have such basic motor skills in order to manipulate a mouse or a keyboard. Our approach takes account of the specific characteristics of preschoolers with autism and their physical inabilities. By creating an educational computer game, which provides physical interaction by employing natural user interface (NUI), we aim to support early intervention and to foster facial expression learning.