Facial expression recognition teaching to preschoolers with autism: a natural user interface approach Eirini Christinaki, Nikolas Vidakis, and Georgios Triantafyllidis - 2013


Support : Références scientifiques
Auteur(s) : Eirini Christinaki, Nikolas Vidakis, and Georgios Triantafyllidis
Editeur : Proceeding BCI '13 Proceedings of the 6th Balkan Conference in Informatics Pages 141-148 ACM New York, NY, USA ©2013 table of contents ISBN: 978-1-4503-1851-8 doi>10.1145/2490257.2490262
Date : 2013
Langue : Langue


The recognition of facial expressions is important for the perception of emotions. Understanding emotions is essential in human communication and social interaction. Children with autism have been reported to exhibit deficits in the recognition of affective expressions. Their difficulties in understanding and expressing emotions lead to inappropriate behavior derived from their inability to interact adequately with other people. Those deficits seem to be rather permanent in individuals with autism so intervention tools for improving those impairments are desirable. Educational interventions for teaching emotion recognition from facial expressions should occur as early as possible in order to be successful and to have a positive effect. It is claimed that Serious Games can be very effective in the areas of therapy and education for children with autism. However, those computer interventions require considerable skills for interaction. Before the age of 6, most children with autism do not have such basic motor skills in order to manipulate a mouse or a keyboard. Our approach takes account of the specific characteristics of preschoolers with autism and their physical inabilities. By creating an educational computer game, which provides physical interaction by employing natural user interface (NUI), we aim to support early intervention and to foster facial expression learning.
References (1):
Damien Djaouti, Julian Alvarez, Jean-Pierre Jessel, and Olivier Rampnoux. (2011). Origins of Serious Games. Serious Games and Edutainment Applications, pp. 25--43.