virtual reality aplications research team (virart) using a collaborative virtual environment (cve)...
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VIRTUAL REALITY APLICATIONS RESEARCH
TEAM (VIRART)
Using a Collaborative Virtual Environment (CVE)
for participatory design sessions with students
with autism
VIRTUAL REALITY APLICATIONS RESEARCH
TEAM (VIRART)
Laura Millen, Sue Cobb, Ash Patel and Tony Glover
VIRTUAL REALITY APLICATIONS RESEARCH
TEAM (VIRART)
• Laura Millen• PhD student• Participatory design
with children with autism
Email: [email protected] Website: http://goo.gl/DRmvL
VIRTUAL REALITY APLICATIONS RESEARCH
TEAM (VIRART)Background
• COSPATIAL: technology for children with autism spectrum conditions (ASC)
http://cospatial.fbk.eu/ • User-centred design • Involved teachers throughout
the design process• Can we involve children with
autism? How?
VIRTUAL REALITY APLICATIONS RESEARCH
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PD with children with ASC
• No guidelines or recommended methods
• Children with ASC have very specific needs
Children with ASC
Limited language /
communication skills
Poor imaginative
skills
Rigidity of thought
processes
Theory of mind
Learning difficulties
VIRTUAL REALITY APLICATIONS RESEARCH
TEAM (VIRART)
Millen, L., Cobb, S.V.G. & Patel, H (2010). Participatory design with children with autism: the development of collaborative virtual environments, Proc. 8th ICDVRAT (2010).
VIRTUAL REALITY APLICATIONS RESEARCH
TEAM (VIRART)
Using CVE technology to support PD• Children with ASC like
technology• CVEs remove the need for face-
to-face communication• Explore the use of CVE
technology for supporting PD sessions with children with ASC
• Developed the Island of Ideas CVE
VIRTUAL REALITY APLICATIONS RESEARCH
TEAM (VIRART)
VIRTUAL REALITY APLICATIONS RESEARCH
TEAM (VIRART)User representation1. Using the CVE with avatars:
Participants are represented by computer-generated characters or avatars.
2. Using the CVE with video pods. Island of Ideas CVE with video pods: Participants are presented through live video streaming and can see each other directly within the virtual environment via a video pod screen.
VIRTUAL REALITY APLICATIONS RESEARCH
TEAM (VIRART)Station activities
• Station 1: Introduction to session• Station 2: Playing the game• Station 3: Describing the game• Station 4a: Reviewing the game• Station 4b: Ideas for a new level• Station 5: My ideas gallery
VIRTUAL REALITY APLICATIONS RESEARCH
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Station 1: Introduction to session• Visual timetable• “Photo” taken to personalise the Island
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Station 2: Playing the game• Web browser based game• 10 mins of free play• Like / dislike / change
Game played here
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Station 3: Describing the game• Student asked to describe the game
VIRTUAL REALITY APLICATIONS RESEARCH
TEAM (VIRART)
Station 4a: Reviewing the game• Screenshots used to prompt discussion• Type ideas on to the board
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Station 4b: Ideas for a new level• Draw ideas for a new level using graphics tablet
and paint program
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Station 5: My Ideas Gallery• Ideas displayed and reviewed
VIRTUAL REALITY APLICATIONS RESEARCH
TEAM (VIRART)Evaluation study
• 12 students with ASC or Asperger’s Syndrome (11-14 years; 1 female, 11 male)
• 2 x 60 minute sessions using the Island of Ideas:1. Playing a commercially available computer
game; 2. Interview discussion with the researcher,
answering questions about design features of the game just played;
3. Drawing ideas for a new level for the game.
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TEAM (VIRART)
Results: Use of the CVE for PD• Before the sessions, teachers said: – all 12 students were easily distracted,
unable to focus or concentrate– Some students had poor motor skills,
did not like drawing or had no imagination
• However, all 12 students: – stayed motivated and focused– found the graphics pen exciting and
encouraging– participated in the drawing of ideas
CVE may inspire or encourage students’ imaginative side or using the graphics tablet was sufficiently novel and exciting
VIRTUAL REALITY APLICATIONS RESEARCH
TEAM (VIRART)
Results cont.
Original game
Student ideas for new level
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Student Questionnaire
• 5/12 students preferred using the CVE with the avatars
• 7/12 students preferred using the CVE with the video pods
VIRTUAL REALITY APLICATIONS RESEARCH
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Avatars Video pods The Island of ideas“I preferred this one because you can choose the clothes” “Not enough variety”“Should be able to customise”“The mouth, arms and eyes should move when you’re talking”“Liked being able to choose the colour of the [avatar’s] top”“I preferred this one because I could mess about without [the researcher] seeing”
“Useful because it shows your face and expressions” “It looks cool!” “You know who you are talking to” “Video pods are better because you can see the person”“Some shy people might not like the pods”“Easier to know what we’re doing and how we’re feeling”“More like real life”
“Should be able to go somewhere – sail to another islands”“Play more games from a game list to get inspiration”“Choose from a list of backgrounds: Castle Island, Grand Canyon Island, Cruise ship”“Customise the island – add objects, trees, plants”.
VIRTUAL REALITY APLICATIONS RESEARCH
TEAM (VIRART)Summary
• Students with ASC can be involved in PD design activities
• CVE shows potential as PD tool• Students enjoyed the sessions• All students were able to put forward ideas for new
games • Slight preference for video pods• Could the younger autism generation be more
accepting of computer-mediated video communication?
VIRTUAL REALITY APLICATIONS RESEARCH
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• Laura Millen
• Sue Cobb: [email protected]
Email: [email protected] Website: http://goo.gl/DRmvL