Opportunity for success: Website evaluation and scanning by students with Autism Spectrum Disorders

Diagnoses of Autism Spectrum Disorders (ASD) are becoming more prevalent, both in the US and the world. As the Internet becomes necessary to fully participate in today\u27s society, it is critical for people with ASD to be able to access and use online content and services. While there is a plethora of anecdotal evidence to indicate successful outcomes, there is currently little scientific research that examines Internet usage of people with ASD. This pilot study compared students\u27 cognitive traits associated with ASD, as reported in a survey, to their performance in a lab study that asked them to scan and evaluate web content. By observing eye-tracking data and differences in responses between participants, this study aimed to quantify differences of website evaluation between individuals with or without autism. The findings suggest that people with High Functioning Autism or Asperger\u27s have equal opportunity to successfully evaluate websites as their neurotypical peers

Cooperative design of a cross-age tutoring system based on a social networking platform

In South Africa, many young children from poor social and economic backgrounds are cared for at home by parents or guardians who are themselves illiterate. This leads to poor educational outcomes later in life. Yet there are many privileged teenagers with access to mobile technologies who spend a greater portion of their spare time interacting on ubiquitous social media platforms. This presents an opportunity whereby the poor educational outcomes referred to previously could be addressed by applying a technology solution providing social media-based homework support by privileged teenagers to underprivileged younger children. However, most applications designed for use by children are designed by adults, with little understanding of the user requirements of the target end users. This research explores the following question: How can a cross-age tutoring system be designed for implementation on a social networking platform to support numeracy and literacy skill acquisition? The main contribution of this research was the definition of the Cooperative design by Children for Children (CD2C) Design Framework, a blueprint of how a cross-age tutoring system could be co-designed by children of different age groups and life circumstances. The CD2C Design Framework was derived as an abstraction of the second contribution of this research, the TitanTutor, an artifact designed using co-operative inquiry method and the Design Science Research approach. The third novelty of this research was contribution to Design Science Research theory, with the addition of new theory that states that cooperative design by children from different age groups and life circumstances is tempered by socio-environmental context and power relations between the co-design partners. This work provided important contributions to researchers in the areas of Cooperative Inquiry (CI), Human Computer Interaction (HCI), and Design Science Research (DSR). Future researchers could extend the CD2C Design Framework to make it even more abstract, thereby making it universally applicable to any co-design scenario.ComputingPh. D. (Information Systems

Smartphones

Many of the research approaches to smartphones actually regard them as more or less transparent points of access to other kinds of communication experiences. That is, rather than considering the smartphone as something in itself, the researchers look at how individuals use the smartphone for their communicative purposes, whether these be talking, surfing the web, using on-line data access for off-site data sources, downloading or uploading materials, or any kind of interaction with social media. They focus not so much on the smartphone itself but on the activities that people engage in with their smartphones

Practical, appropriate, empirically-validated guidelines for designing educational games

There has recently been a great deal of interest in the potential of computer games to function as innovative educational tools. However, there is very little evidence of games fulfilling that potential. Indeed, the process of merging the disparate goals of education and games design appears problematic, and there are currently no practical guidelines for how to do so in a coherent manner. In this paper, we describe the successful, empirically validated teaching methods developed by behavioural psychologists and point out how they are uniquely suited to take advantage of the benefits that games offer to education. We conclude by proposing some practical steps for designing educational games, based on the techniques of Applied Behaviour Analysis. It is intended that this paper can both focus educational games designers on the features of games that are genuinely useful for education, and also introduce a successful form of teaching that this audience may not yet be familiar with

The Last Decade of HCI Research on Children and Voice-based Conversational Agents

Voice-based Conversational Agents (CAs) are increasingly being used by children. Through a review of 38 research papers, this work maps trends, themes, and methods of empirical research on children and CAs in HCI research over the last decade. A thematic analysis of the research found that work in this domain focuses on seven key topics: ascribing human-like qualities to CAs, CAs’ support of children’s learning, the use and role of CAs in the home and family context, CAs’ support of children’s play, children’s storytelling with CA, issues concerning the collection of information revealed by CAs, and CAs designed for children with differing abilities. Based on our findings, we identify the needs to account for children's intersectional identities and linguistic and cultural diversity and theories from multiple disciples in the design of CAs, develop heuristics for child-centric interaction with CAs, to investigate implications of CAs on social cognition and interpersonal relationships, and to examine and design for multi-party interactions with CAs for different domains and contexts

An Investigation of Autism Support Groups on Facebook

Autism-affected users, such as autism patients, caregivers, parents, family members, and researchers, currently seek informational support and social support from communities on social media. To reveal the information needs of autism- affected users, this study centers on the research of users’ interactions and information sharing within autism communities on social media. It aims to understand how autism-affected users utilize support groups on Facebook. A systematic method was proposed to aid in the data analysis including social network analysis, topic modeling, sentiment analysis, and inferential analysis. Social network analysis method was adopted to reveal the interaction patterns appearing in the groups, and topic modeling method was employed to uncover the discussion themes that users were concerned with in their daily lives. Sentiment analysis method helped analyze the emotional characteristics of the content that users expressed in the groups. Inferential analysis method was applied to compare the similarities and differences among different autism support groups found on Facebook. This study collected user-generated content from five sampled support groups (an awareness group, a treatment group, a parents group, a research group, and a local support group) on Facebook. Findings show that the discussion topics varied in different groups. Influential users in each Facebook support group were identified through the analysis of the interaction network. The results indicated that the influential users not only attracted more attention from other group members but also led the discussion topics in the group. In addition, it was examined that autism support groups on Facebook offered a supportive emotional atmosphere for group members. The findings of this study revealed the characteristics of user interactions and information exchanges in autism support groups on social media. Theoretically, the findings demonstrated the significance of social media for autism users. The unique implication of this study is to identify support groups on Facebook as a source of informational, social, and emotional support for autism-related users. The methodology applied in this study presented a systematic approach to evaluating the information exchange in health-related support groups on social media. Further, it investigated the potential role of technology in the social lives of autism-related users. The outcomes of this study can contribute to improving online intervention programs by highlighting effective communication approaches

Prev Sci

Internet-connected devices are changing the way people live, work, and relate to one another. For prevention scientists, technological advances create opportunities to promote the welfare of human subjects and society. The challenge is to obtain the benefits while minimizing risks. In this article, we use the guiding principles for ethical human subjects research and proposed changes to the Common Rule regulations, as a basis for discussing selected opportunities and challenges that new technologies present for prevention science. The benefits of conducting research with new populations, and at new levels of integration into participants' daily lives, are presented along with five challenges along with technological and other solutions to strengthen the protections that we provide: (1) achieving adequate informed consent with procedures that are acceptable to participants in a digital age; (2) balancing opportunities for rapid development and broad reach, with gaining adequate understanding of population needs; (3) integrating data collection and intervention into participants' lives while minimizing intrusiveness and fatigue; (4) setting appropriate expectations for responding to safety and suicide concerns; and (5) safeguarding newly available streams of sensitive data. Our goal is to promote collaboration between prevention scientists, institutional review boards, and community members to safely and ethically harness advancing technologies to strengthen impact of prevention science.K23 MH101449/MH/NIMH NIH HHS/United StatesP20 MH090318/MH/NIMH NIH HHS/United StatesP30 DA027828/DA/NIDA NIH HHS/United StatesR01 MH040859/MH/NIMH NIH HHS/United StatesR01 MH091452/MH/NIMH NIH HHS/United StatesR01 MH095753/MH/NIMH NIH HHS/United StatesR01 MH100482/MH/NIMH NIH HHS/United StatesR49 CE002093/CE/NCIPC CDC HHS/United States2016-05-24T00:00:00Z27220838PMC493884

Experience using multimedia boards for visualization, conducting pedagogical discussions, developing interactive exercises for primary school

This article is concerning foremost studying the experience of different educators in developed and rapidly developing countries using multimedia boards for visualization science and mathematics, conducting teachers` and students` teaching discussions, develop of interactive exercises, increase the level of teachers` IT-competencies, problems of readiness to use ICT, and the formation level of professional teachers needs to use the whiteboard. The article focuses on the main scientific theories description, scientific achievements and developments in using multimedia boards in the school. By the way, author dwells on preparing future teachers for teaching science in elementary and primary school, ability to update teaching children with special needs: visually challenged, deaf student, fine motor delay, autistic, mental and behavioral challenged, psychological aspects of using IWB in teaching children with different types of perceptual information: visual, audial, kinesthetic, discrete. In conclusion author gives applicant`s scientific prognostication contribution to studying forming of primary school teachers` methodical competence