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首页> 外文期刊>CyberPsychology & Behavior >Mixed Reality, Full-Body Interactive Experience to Encourage Social Initiation for Autism: Comparison with a Control Nondigital Intervention
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Mixed Reality, Full-Body Interactive Experience to Encourage Social Initiation for Autism: Comparison with a Control Nondigital Intervention

机译：混合现实，全身互动经验，以鼓励自闭症的社会启动：与控制内部干预的比较

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摘要

Despite a proliferation in digital intervention tools for autism, many studies lack comparison with standard intervention tools, and are not evaluated with objective and standardized measures. In this article, we present research on the potential of mixed reality (MR) experiences using full-body interaction to foster social initiation behaviors in children with autism while playing with a child without autism, in a face-to-face colocated configuration. The primary goal was to test whether practicing socialization in a virtual environment catered toward individuals with autism spectrum disorders (ASDs) could be a way to reduce anxiety while simultaneously forming collaborative behavioral patterns. Building on the results of a preliminary study, this second phase compares our system with a typical LEGO social intervention strategy using construction tools and toys as an aid to the psychologist, therapist, or caregiver. Results are based on four data sources: (a) video coding of the externally observed behaviors during the video-recorded play sessions, (b) log files of our system showing the events triggered and the real-time decisions taken, (c) physiologic data (heart rate variability and electrodermal activity) gathered through child-appropriate wearable, (d) and a standardized anxiety questionnaire. The results obtained show that the MR setting generated as many social initiations as the control condition, and no significant difference existed in the reported anxiety levels of the children after playing in the two conditions.
机译：尽管对自闭症的数字干预工具进行了扩散，但许多研究缺乏与标准干预工具的比较，而且没有评估客观和标准化的措施。在本文中，我们对使用全体互动的混合现实（MR）经验的潜力研究，以促进自闭症儿童的社会启动行为，同时在面对面的结区配置。主要目标是测试是否在符合自闭症谱系障碍（ASDS）的虚拟环境中练习社会化可能是一种减少焦虑的方式，同时形成协作行为模式。建立初步研究的结果，第二阶段将我们的系统与典型的乐高社会干预策略进行比较，使用施工工具和玩具作为心理学家，治疗师或照顾者的援助。结果基于四个数据来源：（a）在视频录制的播放会话期间外部观察到的行为的视频编码，（b）我们系统的日志文件显示触发的事件以及所拍摄的实时决策，（c）生理学数据（心率变异性和电熨斗活动）通过儿童合适的可穿戴，（d）和标准化的焦虑调查表。得到的结果表明，在两个条件下，在两个条件下，儿童的焦虑水平，在许多社会发起的情况下，产生的先生产生的社会初稿产生了许多社会萌芽。

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