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Coventry University Repository for the Virtual Environment (CURVE) Coventry University Coventry University Repository for the Virtual Environment (CURVE) Copyright © and Moral Rights for this thesis are retained by the author and/ or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. A NUMBER OF ILLUSTRATIONS HAVE BEEN REMOVED FOR COPYRIGHT REASONS. CONSULT THE PRINTED VERSION When referring to this work, full bibliographic details must be given: Woolner, A. (2010) ‘Using interactive digital media to engage children on the autistic spectrum’ Coventry University, Unpublished PhD Thesis. Available in the CURVE Thesis Collection: February 2011 http://curve.coventry.ac.uk/open Using interactive digital media to engage children on the autistic spectrum Alex Woolner A thesis submitted in partial fulfillment of the University’s requirements for the Degree of Doctor of Philosophy Coventry University School of Art and Design July 2009 Abstract The incidence of autism is increasing in the U.K., with as many as 1% of children now thought to be affected by an autistic spectrum disorder (ASD). This research explores the potential of emerging interactive digital media to engage children affected by an ASD, and the development of design strategies for future professional work in this field. This is accomplished through a literature and state of the art review, and by working alongside families and professionals involved in the provision of care for children with an ASD. As a a result of this process new artefacts have been created, alongside a design methodology for future work. The research reveals the need for tailorable low arousal sensory environments within mainstream schools to meet the needs of certain members of the pupil population and demonstrates how interactive digital media can be incorporated into such spaces as part of an holistic approach to a child’s school experience. Using digital media modules trained professionals can work with the child, using the media as a point of engagement. The need to take a holistic approach to the design and understanding of such interventions is examined in the light of the Hexagon Spindle model of educational ergonomics developed by Benedyk et al. (2009). The action research and reflective practice approaches adopted have led to a recognition that design in this field has a number of influences beyond purely user centred design. To account for this a new model of community centred design has been developed. i Table of Contents List of Tables .........................................................................................................iv List of Figures ........................................................................................................iv Part 1 .....................................................................................................................1 Chapter 1 - Introducing the research ......................................................................3 1.1 Introduction .....................................................................................................4 1.2 Aims and objectives .........................................................................................6 1.3 Rationale .........................................................................................................6 1.4 Outline of research stages ..............................................................................10 1.5 Organisation of the thesis ...............................................................................12 1.6 Proposed contributions to knowledge ............................................................13 1.7 Conclusion ....................................................................................................14 Chapter 2 - Literature review part 1: Autism and interactive technology ...............15 2.1 Autism ...........................................................................................................17 2.2 Co morbid conditions ....................................................................................22 2.3 Interventions for autism ..................................................................................29 2.4 Interactive media using computer vision ........................................................42 2.5 The use of interactive media with children with special needs ........................53 3.1 User centred design .......................................................................................74 3.2 Educational ergonomics and the Hexagon-Spindle Model .............................84 3.3 Action Research .............................................................................................90 3.4 Reflective practice .........................................................................................94 Part 2 ...................................................................................................................98 Chapter 4 - Eliciting User Requirements .............................................................101 Chapter 5 - Project Spectrum: Building the environment ...................................144 Chapter 6 - Project Spectrum Prototypes and Modules .......................................160 Chapter 7 - Evaluating Project Spectrum ............................................................181 ii Chapter 8 - Conclusion ......................................................................................193 References .........................................................................................................202 Appendices ........................................................................................................224 Designing a tailorable environment for children with autistic spectrum disorders, ..........................................................................................................................224 Designing from requirements: A case study of Project Spectrum, .......................236 Designing polysensory rooms for children with Autistic Spectrum Disorders ......245 Facilitating Communication, Teaching and Learning in Children with an ASD: Project Spectrum, ..............................................................................................256 Applying the Hexagon-Spindle Model for Educational Ergonomics To the Design of School Environments for Children with Autistic Spectrum Disorders, .................271 iii List of Tables 4.1 - Preferences received from Jackson................................................................102 4.2 - Preferences of three brothers on the autistic spectrum........................... .......114 4.3 - Responses of children to ‘Stepping‘ prototype...............................................138 5.1 - Summary of aims and objectives of Project Spectrum environment .................................................................................................154 6.1 - Summary of the elicited community requirements and how they map onto the Project Spectrum designs................................................164 6.2 - Summary of Project Spectrum modules used in evaluation.................... .......179 7.1 - Evaluation methodologies employed in Project Spectrum...................... .......187 List of Figures 3.1 - User centred design ISO........................................................................ .........74 3.2 - The components that make up an activity.............................................. .........81 3.3 - The advanced concentric rings model................................................... .........85 3.4 - Overview of the Hexagon model of the ergonomics of learning environments....................................................................... .........87 3.5 - Depiction of build up of learning tasks on the time spindle.................................................................................................. .........88 3.6 - Requirements from Project Spectrum mapped onto the Hexagon Model........89 3.7 - The process of action research............................................................... .........91 4.1 - Project Spectrum 3 year timeline........................................................... .......100 4.2 - Community centred design - part 1...............................................................108 4.3 - The reflective process within community centred design...............................111 4.4 - Community centred design model as applied to Project Spectrum.................................................................. .......112 4.5 - Classroom arrangements when using Soundbeam with pupils............... .......125 4.6 - Iterative design of community centred prototypes iv leading to environment design......................................................................135 5.1 - Project Spectrum poster......................................................................... .......145 5.2 - The classroom before being converted.................................................. .......147 5.3 - Installing the new floor.......................................................................... .......148 5.4 - White blackout blinds..........................................................................
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