Abstract
This article addresses the design and study of novel interaction settings and systems supporting collocated interaction. More specifically, we aim to analyze the implications of two different interaction approaches, namely first-person and third-person interaction paradigms, and the corresponding theoretical approaches when designing and developing collocated experiences for children with Autism Spectrum Disorders (ASDs). This analysis is supported by the outcomes of several examples of full-body interaction collocated experiences aimed at promoting social initiation and collaboration. Moreover, we present a series of goal-driven guidelines to consider when designing with various interaction paradigms. Finally, we discuss future work to better understand the implications of constructing paradigms for the intuitive use of these full-body interaction systems.
Additional information
Funding
Notes on contributors
Ciera Crowell
Ciera Crowell ([email protected]) is a researcher with an interest in interaction design of virtual environments for individuals with special needs; she is a researcher in the Department of Information and Communication Technologies of University Pompeu Fabra in Barcelona, Spain.
Joan Mora-Guiard
Joan Mora-Guiard, PhD ([email protected]) is a researcher with an interest in exploring and assessing affordances of Embodied Interaction technologies; he is a PhD in the Department of Information and Communication Technologies of University Pompeu Fabra in Barcelona, Spain.
Narcis Pares
Narcis Pares, PhD ([email protected]) is a researcher of Full-body or Embodied Interaction and more specifically in Interactive Playgrounds; he is a tenure associate professor in the Department of Information and Communication Technologies of University Pompeu Fabra in Barcelona, Spain.