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Blending Human and Artificial Intelligence to Support Autistic Children’s Social Communication Skills

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Author
Porayska‐Pomsta, Kaśka
Alcorn, Alyssa
Avramides, Katerina
Beale, Sandra
Bernardini, Sara
Foster, Mary Ellen
Frauenberger, Christopher
Good, Judith
Guldberg, Karen
Keay-Bright, Wendy
Kossyvaki, Lila
Lemon, Oliver
Mademtzi, Marilena
Menzies, Rachel
Pain, Helen
Rajendran, Gnanathusharan
Waller, Annalu
Wass, Sam
Smith, Tim J.
Date
2018-12-20
Acceptance date
2018-08-01
Type
Article
Publisher
ACM Digital Library New York
ISSN
1557-7325
Metadata
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Abstract
This article examines the educational efficacy of a learning environment in which children diagnosed with Autism Spectrum Conditions (ASC) engage in social interactions with an artificially intelligent (AI) virtual agent and where a human practitioner acts in support of the interactions. A multi-site intervention study in schools across the UK was conducted with 29 children with ASC and learning difficulties, aged 4--14 years old. For reasons related to data completeness and amount of exposure to the AI environment, data for 15 children was included in the analysis. The analysis revealed a significant increase in the proportion of social responses made by ASC children to human practitioners. The number of initiations made to human practitioners and to the virtual agent by the ASC children also increased numerically over the course of the sessions. However, due to large individual differences within the ASC group, this did not reach significance. Although no evidence of transfer to the real-world post-test was shown, anecdotal evidence of classroom transfer was reported. The work presented in this article offers an important contribution to the growing body of research in the context of AI technology design and use for autism intervention in real school contexts. Specifically, the work highlights key methodological challenges and opportunities in this area by leveraging interdisciplinary insights in a way that (i) bridges between educational interventions and intelligent technology design practices, (ii) considers the design of technology as well as the design of its use (context and procedures) on par with one another, and (iii) includes design contributions from different stakeholders, including children with and without ASC diagnosis, educational practitioners, and researchers.
Journal/conference proceeding
ACM Transactions on Computer-Human Interaction;
Citation
Porayska-Pomsta, K., Alcorn, A.M., Avramides, K., Beale, S., Bernardini, S., Foster, M.E., Frauenberger, C., Good, J., Guldberg, K., Keay-Bright, W. and Kossyvaki, L. (2018) 'Blending human and artificial intelligence to support autistic children’s social communication skills', ACM Transactions on Computer-Human Interaction (TOCHI), 25(6), p.35. DOI: 10.1145/3271484.
URI
http://hdl.handle.net/10369/10424
DOI
https://doi.org/10.1145/3271484
Description
Article published in ACM Transactions on Computer-Human Interaction (TOCHI) on 20 December 2018, available open access at: https://doi.org/10.1145/3271484
Rights
https://creativecommons.org/licenses/by/4.0/
Sponsorship
Cardiff Metropolitan University (Grant ID: Cardiff Metropolian (Internal))
Collections
  • Centre for Applied Research in Inclusive Arts and Design (CARIAD) [83]

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