UNIVERSITY OF SIALKOTE

Review Paper

Interaction Design and Analysis

Mid Term Paper

Question Total Marks Obtain Marks

Q1: Abstract & Introduction 02
Q2: Research Problem with Literature 10
Review
Q3: Research Question 02
Q4: Proposed Method & Expected Result 04
Q5: Write Conclusion & References (latest) 02

Name: Muzalfa Tariq

Roll No: 21101 0 09-0 64
Semester: MS-CS (3rd)
UNIVERSITY OF SIALKOTE
Review Paper

Human Computer Interface for autism

Abstract:
The advantages of computers for people with autism have been documented in several
experimental studies, but little is known about software design. Our multidisciplinary
research focuses on HCI for autism education. We compared the two learning domains
of social dialogue understanding and spatial planning, with the hypothesis that individuals
with autism will be less skilled in the first than in the second. For each domain, two sets
of exercises were created: one for training and the other for performance assessment
both before and after training. The effects of the following output modalities were also
investigated: text, visuals, speech synthesis, visual feedback, and audio feedback. Each
exercise produced in log files that recorded the time, number of trials, and successes.
Eight autistic teenagers have so far completed a 13-week training programmed that
consisted of one session a week. The results of the initial analysis of the log files suggest
to a significant improvement in dialogic understanding but not in spatial planning or
output modalities.

Keywords:
User Interfaces – Evaluation/methodology, User-centered design; User/Machine
Systems – Human factors, Software psychology;
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Review Paper

Introduction:
According to studies, autism is a pervasive developmental disease. The following criteria
are used in the diagnosis: confined, repetitive, and stereotypical patterns of behavior,
interests, and activities; qualitative impairment in social interaction; qualitative
impairment in communication; and these Communication is changed in both verbal and
nonverbal ways. Even when spoken language is present, it may not always reflect social
communication. Typically, individuals with autism prefer repetitive, stereotyped tasks to
social ones. They appear to be uninformed about social rules and interactions. The
inability to anticipate the thoughts and emotions of others is considered a fundamental
deficiency.
There is significant interindividual diversity among those with autism despite overall
common tendencies. Although intellectual disability is usually associated with autism, a
person with autism may have an IQ (Intellectual Quotient) that ranges from severe
retardation to exceptional intelligence. High functioning autism or Asperger Syndrome is
the term used to describe autism with a normal or high IQ. Despite having a strong
vocabulary, people with high functioning autism can struggle greatly to comprehend
abstract social concepts.

Computer Assisted Education for Autism

Psychopathologists are becoming more and more interested in using computers for
special education of autistic students. One of the earliest groups of people to develop
computer-based methods for this purpose were practitioners and parents. To formally
test these theories, yet, no formal experimental techniques have been developed. A few
computer science projects aim to develop useful educational software for people with
autism, such as tools for language learning.

Experiments were carried out by multidisciplinary researchers to evaluate the value of

computer instruction for autistic individuals. Moore and Calvert [7] contrasted classroom-
based vocabulary instruction with computer-based instruction. The results showed that
using the computer improved students' motivation, focus, and language retention.
Bernard-Optiz et al .'s research on social behavior instruction software training. Children
were required to come up with solutions for several scenarios portraying characters
engaged in troubling social conflicts. They contrasted two groups of kids: one with autism
and the other without. Both groups' performances enhanced, although. The group
without autism developed more steadily.

In two case studies by Rajendran and Mitchell, a researcher utilized a computer game to
encourage appropriate social behaviors in an adult with Asperger syndrome (high
functioning autism). Two cartoon characters were featured in the computer game. One
of the two players had to fill in each character's speech and thought bubbles. However,
there was no indication that social comprehension abilities had improved.
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Review Paper
This research, however, did not specifically look into Human Computer Interface (HCI)
issues that would aid software developers in creating apps for autism. Our
multidisciplinary team of psychologists and computer scientists is working toward this
goal because they are particularly interested in the social understanding impairment in
autism. In our study, we compared learning in two areas: social dialogue understanding
and spatial planning, which is an area where people with autism are expected to be more
skilled. Computerized training in these two components is therefore likely to have
different results. We also took into consideration the impact of multimodal versus simple,
task-focused interfaces.
The effectiveness of using multiple output modalities in computer exercises is still to be
determined. Individuals with ASD have difficulty learning and maintaining driving skills,
according to recent literature, Individuals with ASD struggle to recognize driving hazards
that include people and seem to have changes in gaze pattern and physiological signals
when driving compared to their normally developing (TD) peers. In our earlier research,
we found that, in compared to the TD group, the average gaze positions on the driving
field of view for the ASD group were significantly higher in the vertical direction and
toward the right in the horizontal direction.
UNIVERSITY OF SIALKOTE
Review Paper

Human computer interfaces for autism: assessing the influence of task assignment and
output modalities

Applied computer Computer Methodology

Education Artificial Intelligence

Computer-assisted instruction Philosophical/theoretical

foundation of artificial
intelligence

Human-Centred Computing

Cognitive science

HCI

Empirical studies in HCL

HCI Design & evaluation method

Interaction Design

Interaction Design process and method

User centered design

UNIVERSITY OF SIALKOTE
Review Paper

Participant:
According to DSM IV (Diagnostic and Statistical Manual of Mental Disorders - Fourth
Edition) criteria, a group of teenagers with high functioning autism attended a session
once a week for 13 weeks where they had to complete computer exercises. They all
admitted to having computers at home, and six of them claimed that they used them at
least once a week. The first half of the school year saw one group of three people attend
the workshop, while the second half saw another group of five participants.

Research Method:
Studies that could be included in this review were found using a five-stage systematic
search process. First, searches were done in the Education Resources Information
Center (ERIC), MEDLINE, and PsycINFO electronic databases. The search was
restricted to peer-reviewed publications that published papers in English, regardless of
the publication year. All three databases were searched using the terms "exercise,"
"fitness," "aerobic," and "physical activity" along with the terms "autism," "Asperger," and
"PDD-NOS" (for example, "exercise plus autism"). 86 studies were identified through this
procedure that might be included. Second, studies satisfying the inclusion criteria were
found by looking through the abstracts of these studies. Third, additional articles for
potential inclusion were found by looking through the reference lists of studies that met
these criteria. Fourth, additional work by each of the first authors of the included studies
was searched out in order to determine whether it should be included. Finally, hand
searches encompassing January–November 2009 were carried out for the journals that
had published more than two of the included research in order to find current papers that
were not yet listed in the aforementioned databases. This systematic, multi-step search
process occurred in November 2009.

Thirteen research employed a single-subject design, whereas six studies used some
kind of a group design or statistical techniques. Of the 18 studies, five were labelled as
not using an experimental design (did not apply randomization within a group design or
did not exhibit experimental control in a single-subject design, for example). For a
description of the research design applied in each study. Interobserver agreement was
examined in twelve trials, and agreements of 80% or higher or correlations of r.90 were
recorded. Heart rate monitors were utilized in three experiments to make sure that
participants were exercising at a level that was suitably challenging. One sort of
treatment fidelity measure that can be used for this purpose is the use of heart rate
monitors (Allison et al., 1991; Elliot et al., 1994; Levinson & Reid, 1993). Two studies
attempted to use heart rate monitors for this purpose but the participants refused to use
these devices (Pitetti et al., 2007; Prupas & Reid, 2001). In these studies and in Kern et
al. (1982, 1984) behavioral indicators such as rapid breathing and red flushed face were
used to gage levels of exertion during exercise.
UNIVERSITY OF SIALKOTE
Review Paper

Experimental Protocol:
Software for education has been created for both learning spheres. According to our
prediction, people with autism would initially be less skilled in social conversation
understanding activities than in exercises requiring spatial planning. Prior to and
following a training period, the individuals' abilities in each learning domain were
assessed. The workshop's first and last sessions were devoted to evaluation. The
remaining 11 sessions served as training opportunities. The same sets of exercises were
used for both evaluation rounds, but they had different substance. Despite having
identical tasks, these exercises were different from those used during training.

.
Evaluation Evaluation

Training

Spatial Programming

Social understanding

Session 1 2 13

Two different interfaces were tested during the evaluation sessions: a basic interface
with only the features strictly need to complete the task and a multimodal interface
including graphics, sounds, speech synthesis1, and multimodal feedback. As there were
fewer helping cues to solve the exercises, it was expected that subject performances
would be lower with the minimalist interface.

Result:
A log file was produced for each evaluation exercise that recorded the time spent and
the responses provided. Before the computer gave the correct answer, a subject could
take up to three trials. For the "intruder" exercise, there were four situations, and for the
"postman" activity, there were two scenarios. Half of the scenarios for each exercise were
presented with the multimodal interface, and the other half with the minimalist design.
UNIVERSITY OF SIALKOTE
Review Paper
The number of incorrect trials (NIT), the number of correct scenarios (NCS), and the
mean time of correct scenarios were created as three dependent variables for
assessment (MDCS). Both the NIT and NCS variables provide information on success
rates, but they are not equivalent because a scenario can be made correct through
multiple trials. The MDCS variable provides knowledge on how time it takes to give the
right solution, not on success rates.

Result Analysis:
According to the findings, after the training phase, the subjects' success rates for the
"intruder" activity were greater. Response time, however, did not appear to change.
Therefore, even though individuals still spent the same amount of time to provide a
correct answer, training with the "What to choose?" activity appears to have had a
favorable impact on the success rate for the "intruder" task. As a result, following training,
participants were able to perform better on a harder activity than they had before. This
shows that a training programmed for autism might be developed using increasingly
more challenging activities in the discourse understanding area.

Conclusion:
In social skill training for those with autism, where computer education is still
underutilized, our work confirms its value. The study described here is currently being
extended to include more autistic participants. Performance evaluations and video
comments of participants throughout training sessions that also included unique
combinations of output modalities will also be part of the detailed study. In addition, we
are running the same experiment on a control group of autistic kids. For the control group,
the impact of output modalities and task assignment can differ. By doing this, we want to
collect valuable data that will be utilized to develop a method for designing educational
software targeted for individuals with autism.

Multiple research projects have been conducted on autism and technology, but they have
not yet addressed the topic of HCI and web applications. There isn’t many experimental
research on how people with autism interact with websites or how their web browsing
differs from that of neurotypical persons. In our literature review, we found just one such
study 4698. 192 (2021) 4691-4700 8 M. Alzahrani et al. / Procedia Computer Science 00
(2021) 000-000 review, namely Eraslan et al. [10]. Additionally, there are very few
empirical research on the usability and accessibility of interfaces that include autistic
users. A thorough review of the usability and accessibility literature for websites shows
that animation has a significant impact on web users. While capturing a certain amount
of user attention, animation diverts user attention resources away from the main function
of the website. In addition, basic information about autism and its characteristics was
provided.
UNIVERSITY OF SIALKOTE
Review Paper
Due to "poor reading comprehension, complexity, delayed learning, limited motor skills,
and lack of spatial awareness," autistic people have difficulty using websites and apps.
We have focused on attention patterns and sensory issues that are present in all three
stages of autism and can be quite problematic when interacting with interfaces. People
with autism are more likely to focus on conceptually irrelevant details, which makes it
difficult for them to understand the big picture.

As a result of the literature review, we have identified several research gaps that we
intend to address in our future work. These gaps are critical to the autistic community. In
our future work, we aim to overcome these limitations by conducting usability testing. We
will analyze the impact of irrelevant elements (including moving objects and images) on
the use and performance of tasks by autistic and non-autistic adults. We will pay special
attention to parameters such as size, speed, color and contrast, as well as specific tasks
such as searching and reading.

This study will explore possible differences between autistic and non-autistic people
using websites. It is important to note that this study was developed in collaboration with
researchers with autism. It is important to find out if the use of user interfaces in people
diagnosed with autism is similar to people who do not have autism. Honget et al. [3]
emphasize that animation increases the time required for normal users to complete
tasks. It would also be important to investigate the differences between the two groups
in terms of the time it takes to complete tasks in order to identify any problems that might
be causing the discrepancy. Thus, we will also look at whether autistic users experience
significant problems using websites compared to other groups.
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Review Paper
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