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dc.contributor.authorPorayska‐Pomsta, Kaśka
dc.contributor.authorAlcorn, Alyssa
dc.contributor.authorAvramides, Katerina
dc.contributor.authorBeale, Sandra
dc.contributor.authorBernardini, Sara
dc.contributor.authorFoster, Mary Ellen
dc.contributor.authorFrauenberger, Christopher
dc.contributor.authorGood, Judith
dc.contributor.authorGuldberg, Karen
dc.contributor.authorKeay-Bright, Wendy
dc.contributor.authorKossyvaki, Lila
dc.contributor.authorLemon, Oliver
dc.contributor.authorMademtzi, Marilena
dc.contributor.authorMenzies, Rachel
dc.contributor.authorPain, Helen
dc.contributor.authorRajendran, Gnanathusharan
dc.contributor.authorWaller, Annalu
dc.contributor.authorWass, Sam
dc.contributor.authorSmith, Tim J.
dc.identifier.citationPorayska-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.en_US
dc.descriptionArticle published in ACM Transactions on Computer-Human Interaction (TOCHI) on 20 December 2018, available open access at:
dc.description.abstractThis 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.en_US
dc.publisherACM Digital Library New Yorken_US
dc.relation.ispartofseriesACM Transactions on Computer-Human Interaction;
dc.titleBlending Human and Artificial Intelligence to Support Autistic Children’s Social Communication Skillsen_US
rioxxterms.funderCardiff Metropolitan Universityen_US
rioxxterms.identifier.projectCardiff Metropolian (Internal)en_US

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  • Centre for Applied Research in Inclusive Arts and Design (CARIAD) [83]
    CARIAD researchers put people at the heart of design. The mulit-disciplinary team works in a fast-emerging field in which the arts contribute to health, wellbeing, social inclusion and healthcare practice across a range of settings and end-user populations.

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