VIRTUAL REALITY APLICATIONS RESEARCH TEAM (VIRART) Using a Collaborative Virtual Environment (CVE) for participatory design sessions with students with

VIRTUAL REALITY APLICATIONS RESEARCH

TEAM (VIRART)

Using a Collaborative Virtual Environment (CVE)

for participatory design sessions with students

with autism


TEAM (VIRART)

Laura Millen, Sue Cobb, Ash Patel and Tony Glover


TEAM (VIRART)

• Laura Millen• PhD student• Participatory design

with children with autism

Email: [email protected] Website: http://goo.gl/DRmvL

mailto:[email protected]

http://goo.gl/DRmvL

http://goo.gl/DRmvL

http://goo.gl/DRmvL


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?

http://cospatial.fbk.eu/

http://cospatial.fbk.eu/


TEAM (VIRART)

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


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).


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


TEAM (VIRART)


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.


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


TEAM (VIRART)

Station 1: Introduction to session• Visual timetable• “Photo” taken to personalise the Island


TEAM (VIRART)

Station 2: Playing the game• Web browser based game• 10 mins of free play• Like / dislike / change

Game played here


TEAM (VIRART)

Station 3: Describing the game• Student asked to describe the game


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


TEAM (VIRART)

Station 5: My Ideas Gallery• Ideas displayed and reviewed


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.


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


TEAM (VIRART)

Results cont.

Original game

Student ideas for new level


TEAM (VIRART)

Student Questionnaire

• 5/12 students preferred using the CVE with the avatars

• 7/12 students preferred using the CVE with the video pods


TEAM (VIRART)

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”.


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?


TEAM (VIRART)

• Laura Millen

• Sue Cobb: [email protected]

Email: [email protected] Website: http://goo.gl/DRmvL



http://goo.gl/DRmvL

http://goo.gl/DRmvL

http://goo.gl/DRmvL

Documents

VIRTUAL REALITY APLICATIONS RESEARCH TEAM (VIRART) Using a Collaborative Virtual Environment (CVE) for participatory design sessions with students with