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Procedia Computer Science 160 (2019) 385–393

The
The 9th
9th International
International Conference
Conference on
on Current
Current and
and Future
Future Trends
Trends of
of Information
Information and
and
Communication Technologies in Healthcare (ICTH 2019)
Communication Technologies in Healthcare (ICTH 2019)
November
November 4-7,
4-7, 2019,
2019, Coimbra,
Coimbra, Portugal
Portugal

Asistranto:
Asistranto: An
An Assistive
Assistive Educational
Educational Platform
Platform for
for
Promotion
Promotion of
of Interest
Interest in
in Autistic
Autistic Children
Children
a, bb bb
Roceli
Roceli Pereira
Pereira Lima
Limaa,*,*, Liliana
Liliana M.
M. Passerino
Passerino ,, Renato
Renato Ventura
Ventura Bayan
Bayan Henriques
Henriques ,,
bb bb
Evandro Preuss , Magda
Evandro Preuss , Magda Bercht Bercht
a
aDepartamento Acadêmico de Informação e Comunicação-DAIC/IFAM, Av. Sete de Setembro, 1975 - Centro, Manaus - AM, 69020-120, Brasil
Departamento Acadêmico de Informação
b
e Comunicação-DAIC/IFAM, Av. Sete de Setembro, 1975 - Centro, Manaus - AM, 69020-120, Brasil
bUFRGS, Av. Osvaldo Aranha, 99, Porto Alegre - RS, 90035-190, Brasil
UFRGS, Av. Osvaldo Aranha, 99, Porto Alegre - RS, 90035-190, Brasil

Abstract
Abstract
Asistranto
Asistranto isis an
an assistive
assistive educational
educational platform
platform that
that involves
involves information
information andand communication
communication technology
technology in in the
the education,
education,
engineering
engineering and models of affective computing, and its name is a translation of the word “assistance” into the
and models of affective computing, and its name is a translation of the word “assistance” into the Esperanto
Esperanto
language.
language. This
This platform
platform was
was developed
developed basedbased on
on Vygotsky's
Vygotsky's socio-historical
socio-historical theory
theory in in order
order to
to promote
promote thethe affective
affective state
state of
of
interest
interest and joint attention scenes in children with autistic spectrum disorder (ASD). ASD leads the child to developmental deficit
and joint attention scenes in children with autistic spectrum disorder (ASD). ASD leads the child to developmental deficit
condition,
condition, with
with manifestation
manifestation scale
scale inin the
the behavioral,
behavioral, communicative
communicative and and in
in some
some cases
cases cognitive
cognitive domains.
domains. TheThe interest
interest and
and
joint-attention
joint-attention deficits
deficits in
in children
children with
with ASDASD are
are also
also manifestations
manifestations widely
widely mentioned
mentioned in in the
the literature.
literature. The
The qualitative
qualitative
methodology
methodology is is used
used with
with case
case study
study ofof multiple
multiple cases.
cases. An
An educational
educational storytelling
storytelling activity
activity was
was developed
developed using
using aa product
product called
called
Electronic
Electronic Puppet, created on the Asistranto Platform. Four storytelling with Electronic Puppet was presented to four
Puppet, created on the Asistranto Platform. Four storytelling with Electronic Puppet was presented to four autistic
autistic
students
students from
from 7th
7th and
and 8th
8th grade,
grade, limited
limited to to 16
16 cases.
cases. The
The results
results showed
showed that
that Asistranto's
Asistranto's Electronic
Electronic Puppet
Puppet promoted
promoted overover 80%
80%
of
of joint
joint attention
attention scenes,
scenes, and
and anan increase
increase of of three
three positive
positive cases
cases without
without technology
technology to to nearly
nearly 10
10 with
with Electronic
Electronic Puppet,
Puppet,
representing
representing aa gain
gain of
of over
over 200%.
200%. In In addition,
addition, 83%
83% ofof the
the cases
cases presented
presented positive
positive indicative
indicative of
of affective
affective state
state of
of interest.
interest. This
This
confirms
confirms the importance of Asistranto as a contextualized technological support for communicative and joint attention activities.
the importance of Asistranto as a contextualized technological support for communicative and joint attention activities.
© 2019 The Authors.
Authors. Published
Published byby Elsevier B.V.
B.V.
© 2019 The Authors. Published by Elsevier B.V.
This
This is
is an
an open
open access
access article
articleunder
under the
theCC
CC BY-NC-ND
BY-NC-NDlicense (http://creativecommons.org/licenses/by-nc-nd/4.0/)
license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
This is an open
Peer-review access
under article under
responsibility the
ofofthe CC BY-NC-ND
Conference Programlicense (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Chairs.
Peer-review under responsibility the Conference Program Chairs.
Peer-review under responsibility of the Conference Program Chairs.
Keywords: Assistive educational platform; Affective state of interest; Joint attention; Socio-historical theory; Autism.
Keywords: Assistive educational platform; Affective state of interest; Joint attention; Socio-historical theory; Autism.

* Corresponding author. Tel.:+559299220-5032.

* Corresponding author. Tel.:+559299220-5032.
E-mail address: rocelilima@gmail.com
E-mail address: rocelilima@gmail.com

1877-0509 © 2019 The Authors. Published by Elsevier B.V.

1877-0509 © 2019 The Authors. Published by Elsevier B.V.
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Peer-review under responsibility of the Conference Program Chairs.
Peer-review under responsibility of the Conference Program Chairs.

1877-0509 © 2019 The Authors. Published by Elsevier B.V.

This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Peer-review under responsibility of the Conference Program Chairs.
10.1016/j.procs.2019.11.076
386 Roceli Pereira Lima et al. / Procedia Computer Science 160 (2019) 385–393
2 Author name / Procedia Computer Science 00 (2018) 000–000

1. Introduction

The United Nations (UN), in the Universal Declaration of Human Rights, in article 1 proclaims, "all human
beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act
towards one another in a spirit of brotherhood". The UN itself, in its World Report on Disability, recognizes that
much remains to be achieved, as it attests that 90% of the population with some form of disability is not in school.
More than one billion people, or about 10% of the world's population, have some kind of disability. In Brazil,
according to the 2010 Census, there are 45.6 million people with some disabilities, whom 81.7% are illiterate [1].
Brazil, in line with international movements, underpins the principles for developing acts of inclusion in its
legislative framework, since redemocratization, with the Federal Constitution of 1988. It defines a special education
in an inclusive perspective, ensuring the enrollment of public students. Target of special education in ordinary
schools. The National Policy for Special Education in the Inclusive Education Perspective (2008) provides guidance
for special education to “design and organize pedagogical and accessibility resources that eliminate barriers”. The
Brazilian Inclusion Law (13.146/2015 - Statute of the Disabled), in its article 3, lists as barriers any obstacle, attitude
or behavior that impedes, or limits, access, participation of the person in various social media. In order to reduce
barriers for people with disabilities, aiming at their autonomy, independence, life quality and social and school
inclusion, the assistive technology area develops products, resources, methodologies and strategies [2].
In this context, the main objective is to present Assistranto, which is a proposal of an assistive educational
platform to promote the autistic children affective state of interest in joint attention scenes during a storytelling,
limiting itself in the empirical analysis of samples from an autistic subjects group from a regular school.
2. Theoretical Framework

The main line in Asistranto development is education, interrelated with engineering and computing. The context
involved the autistic subject within an educational space. This educational master line followed Lev Semyonovich
Vygotsky´s tenets and followers [4]. This author believed, through his socio-historical and cultural theory, that
learning is human being evolution social process, being also understood as a construction by means of actions and
cognitive activities that develop during social interactions. The relationship between Vygotsky and the autistic
subject comes from his interest in investigating the defectology area, especially with children with hearing deficits,
mental retardation and learning difficulties [3]. Vygotsky also published on the affective aspects in his work
"Theory of the Emotions", where he affirms, "the cause of the emotions is constituted by numerous reflex acts that
occur by influence of external objects". The external object, in this research case is a product built from the
Asistranto, called Electronic Puppet.
To collaborate with this platform development, were realized studies involving the use of technology with
autistic subjects in education. Among these, there is one research with robots use with autistic children and an
evaluative study of their social behavior while interacting with three intermediaries (one adult, one video game and
one robot). The results demonstrated an increased interaction between autistic child and adult with robot use, and
emphasized the use of this feature as a useful tool for promoting social skills and communication interventions [5].
Other research has verified the interaction effects between the child with ASD and the humanoid robot (AURORA,
ROBOTA and IROMEC) [6] [7].
There are also other robotic platforms applied to the educational process, especially the attention, perception and
verbal communication processes. One example is LEGO® Mindstorms, where robots deployed with this platform in
sensory integration therapeutic spaces have shown good results in the therapeutic processes of autistic children [8]
[9]. Other research has developed an object and gesture recognition system for the Android mobile platform, called
MOBIS, to assist children with ASD in object recognition learning activity [10].
3. Methodology

For strategy definition to verify the occurrence or not in promotion of the affective interest state, it was divided
into two stages: (1) identify (2) analyze and infer the affective interest state in the classroom. For the first stage, the
affectivity identification process begins with the target choice, affective state manifestation mode, manifestations
formats and the collection method [11][12]. For the case study in this research the target were autistic students from
 Roceli Pereira Lima et al. / Procedia Computer Science 160 (2019) 385–393 387
Author name / Procedia Computer Science 00 (2018) 000–000 3

the early years at elementary school. The data collection method is through the images and videos observation. One
observes the corporal expression manifestation mode, the fixed gaze to the screen, the reading on screen, nods with
the head, the support of the erect head by the hand, to organize the body in the best position, smiles, to keep the
interaction and focus on the interaction agent [13][14] [15] [16].
Applied research is based on a qualitative approach [17]. The central theoretical reference is supported by the
socio-historical theory proposed by Vygotsky and followers. The planning logic was structured according to the case
study method [18]. The case study scheme was defined according to the execution plan and subdivided into nine
stages (Fig. 1).

Fig. 1. Implementation of case study plan.

(*) Only one story will be elaborated according to the socio-historical profile of the subject with autism.
The other three stories are pre-elaborated. (**) In the result section, the data analysis strategy is described.

In this case study execution plan, in stage 1, the project was evaluated and approved by the Research Ethics
Committee (opinion number 2375258). In step 2, the school was chosen, located in Rio Grande do Sul state capital,
Brazil. In Step 3 the four autistic subjects were identified, aged 6 to 12, in the same educational space as other
students in the classroom. The students were all male, between them two were twins. Of these, no student could
speak a sentence longer than 10 words. In Step 4, the parent or guardian signed the informed consent form. In Step 5
the interviews were carried out with the objective to elaborating the socio-historical and cultural profile of the
family and the subjects. In this interview, data were collected from autistic children on: communication, interaction,
identification and potentials. The objective is to obtain sufficient information to collaborate with storytelling
pedagogical practice construction, according to Vygotsky's assumptions. In Step 6, the socio-historical profiles are
elaborated according to [19]. In Step 7, the story was elaborated, based on the methodological strategy proposed by
[20], denominated mediating action methodology.
For storytelling, step 8 is based on two theoretical foundations: the first, joint attention, proposed by [21], and the
other, in the children storytelling, proposed by [22]. The storytelling had the adult, the children and the real world
objects, inserted in the scenario, which was used as mediation instruments. The adult was the teacher who told them
a childish story. The children are four students from the initial years from elementary school at regular school,
among which, had at most one student with ASD. During the childish story, real-world objects were used,
represented by electronic puppets and fingertips, being arranged between the adult and the child, outside the frontal
focus between them, that is, in laterality.
In this plan last phase, in step 9, the case study report is defined that uses a standard approach, in linear analytical
form with sequential definition of school identification, context summary, study question and implications.
388 Roceli Pereira Lima et al. / Procedia Computer Science 160 (2019) 385–393
4 Author name / Procedia Computer Science 00 (2018) 000–000

4. Assistive Educational Platform Asistranto

Assistive Educational Platform is an information and communication technology application in special education,
or simply, the union between educational technology and assistive technology. The product derived from this
platform is called assistive educational technology and by definition is a technological solution for attention to
functional diversity and subject autonomy for pedagogical practices. The development of the Asistranto Platform
was divided into three modules: communication architecture, electronic design and pedagogical practice in a socio-
historical perspective proposed by Vygotsky.
4.1. Communication Architecture MQTT

The communication architecture is based on the protocol MQTT (Message Queue Telemetry Transport). This
protocol has been widely used for IoT applications [23]. The default message exchange in MQTT is
publish/subscribe. When a network member wishes to receive certain information, one should subscribe to a topic
that receives (centralizes) the information from the sensors. The MQTT protocol defines two types of entities on the
network: a message broker and numerous clients. The broker is a server that receives all messages from clients and
then routes these messages to the relevant target clients.
A client is any device that can interact with the broker and receive messages, either a sensor or IoT device or an
application that processes this data. The client connects to the broker and can send messages on a specific topic. The
broker then forwards the message to all clients who subscribe to this topic. Because MQTT messages are organized
by topic, the application developer has the flexibility to specify which clients can interact with certain messages.
4.2. Electronic Design

The Asistranto electronic project is modular, with the purpose of specifying separately the functionalities and the
architecture of each module. In the diagram (fig. 2), you can see all Asistranto modules.

Fig. 2. System operation logic.

The system consists of three modules. The module on the right, the Sensory Objects Module, is composed of real
objects with RFID (Radio Frequency Identification) sensors. The RFID sensor is inserted into the real objects for the
individual identification of each element. The Communicator Module uses a hand puppet and inside it, an RFID tag
reader, an ESP12-E NodeMCU processor, a battery and a Venturino board built for the Electronic Puppet. The third
module, the Multimedia Processor, processes the interactions, projects the visual representation of the real objects
on a monitor or projector and plays the respective audios
4.3. Pedagogical Practice

The pedagogical practice used was the storytelling. An Electronic Puppet was used to mediate the children's
storytelling. The childish story is entitled "An Adventure in the Forest" [24]. In practice, children (subjects) have
access to fingertips puppets that are on the table. When the child picks up the fingertips puppet and approaches the
 Roceli Pereira Lima et al. / Procedia Computer Science 160 (2019) 385–393 389
Author name / Procedia Computer Science 00 (2018) 000–000 5

Electronic Puppet, automatically, a message is sent via Wi-Fi to the Processing Module on the notebook, passing the
identification of the RFID tag read by the Electronic Puppet. This module, installed on the notebook, identifies
which device has approached the Electronic Puppet and displays the corresponding image on the projection screen,
reproducing audio and specific movements (fig. 3). The system Multimedia Processor displays a frog figure (fig. 4),
if the fingerprint puppet is a frog, its sound and moves it by jumping on the screen

Fig. 3. Pedagogical Practice.

Fig. 4. Multimedia Processor.

5. Results

The results analysis began without the electronic puppet use. In this case, a common hand puppet was used,
without the electronic circuits to mediate the storytelling. In the second moment, for the other three stories,
Asistranto with the Electronic Puppet was used, being a history elaborated according to autistic child preferences
and his socio-historical and cultural profile.
Table 1 summarizes the 16 sections attention scenes results (4 stories x 4 subjects). In the case, studies column
are listed the stories told with and without the Electronic Puppet. The Result column is composed by the three study
questions. For each question of study was analyzed whether or not social interactions occurred in which the child
and the adult pay attention together to a third thing, and to the attention of each other to the third thing, for a
reasonable period. The set time is the total time of each story, on average, five minutes. Then, if during that period,
observed occurrences of each study question were assigned “Yes”, otherwise “Not”.
In all, 40 joint attention scenes occurred, with more than 83% of the 48 possible. Without electronic puppet:
almost 75%, of 12 possible answers, did not present positive indicators. In addition, in three cases they did not reach
all joint attention scenes. Of these three cases, it is emphasized that subject B did not perform social interactions
with the interlocutor.
Considering the cases with an electronic puppet, the results are: almost 95% of the 36 study questions presented
positive indicators in the construction of joint attention. Over 80% of the 12 cases completed all joint attention
scenes. Observing the stories elaborated according to the socio-historical profile, more than 80% of the results were
positive in the construction of joint attention. One of the stories, "A Forest Party", featured 100% positive points in
joint attention scenes.
390 Roceli Pereira Lima et al. / Procedia Computer Science 160 (2019) 385–393
6 Author name / Procedia Computer Science 00 (2018) 000–000

Table 1. Summary of results of joint attention scenes.

Result: Yes or Not
No. Study cases Study Question 1 Study Question 2 Study Question 3
The point The look The answer
1 Subject A - Geometric objects story * Yes Not Not
2 Subject A - A Forest party story ** Yes Yes Yes
3 Subject A - Animal's sound story Yes Yes Yes
4 Subject A - A sofa on the seabed story Yes Yes Yes
5 Subject B - Geometric objects story* Not Not Not
6 Subject B – Backyardigans story** Yes Yes Not
7 Subject B - A forest party story Yes Yes Yes
Subject B - Museum of the hourglass
8 Yes Yes Yes
story
9 Subject C - Geometric objects story * Yes Not Not
10 Subject C - Backyardigans story ** Yes Yes Yes
11 Subject C - A Forest party story Yes Yes Yes
Subject C - Museum of the periodic
12 Yes Yes Yes
table story
13 Subject D - Geometric objects story* Not Not Yes
14 Subject D - Backyardigans story** Yes Yes Not
15 Subject D - A Forest party story Yes Yes Yes
Subject D - Museum of the periodic
16 Yes Yes Yes
table story
* without Electronic Puppet **history elaborated according to the socio-historical profile of the subject with
ASD

Following the analysis model, the next step is to identify, by means of observation, the frequency (in percentage)
of each indicator of affective state of interest. This analysis will also be divided into the Without (Table 2) and with
Electronic Puppet (Table 3).

Table 2. Results of affective state of interest indicators without Electronic Puppet.

No. Study cases Indicative of promotion of the affective state of interest

look at the afirmative support of the set the body smiles stay in front focus
the screen nod with head upright in the best of the inter- the
screen reading head by the hand position actting agent inter-
actting
1 Subject A -
Geometric objects Yes Yes Yes Not Yes Not Yes Not
story *
2 Subject B -
Geometric objects Not Not Not Not Not Not Not Not
story *
3 Subject C -
Geometric objects Not Yes Not Not Yes Not Yes Yes
story *
4 Subject D -
Geometric objects Not Not Not Not Not Not Not Not
story *
Quantity (%)
without 25% 50% 25% 0% 50% 0% 50% 25%
Electronic Puppet
 Author
Roceli name Lima
Pereira / Procedia
et al.Computer
/ ProcediaScience 00 (2018)
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160 (2019) 385–393 7
391

Table 3. Results of affective state of interest indicators with Electronic Puppet

No. Study cases Indicative of promotion of the affective state of interest
look at the afirmative support of set the smile stay in front focus the
the screen nod with the head body in of the inter- inter-
screen reading head upright by the best acting acting
the hand position agent
1 Subject A - A Forest
Yes Yes Yes Not Yes Yes Yes Yes
party story**
2 Subject A - Animal's
Yes Yes Yes Not Yes Yes Yes Yes
sound story
3 Subject A - A sofa
Yes Yes Yes Not Yes Yes Yes Yes
on the seabed story
Subject B -
4 Backyardigans Yes Yes Yes Not Yes Yes Yes Yes
story**
5 Subject B - A Forest
Yes Yes Yes Not Yes Yes Yes Yes
party story
Subject B - Museum
6 of the hourglass Yes Yes Yes Not Yes Not Yes Yes
story
Subject C -
7 Backyardigans Yes Yes Yes Not Yes Yes Yes Yes
story**
8 Subject C - A Forest
Yes Yes Yes Not Yes Yes Yes Yes
party story
Subject C - Museum
9 of the periodic table Yes Yes Yes Not Yes Yes Yes Yes
story
Subject D -
10 Backyardigans Not Not Yes Not Yes Yes Yes Not
story**
11 Subject D - A Forest
Yes Yes Yes Not Yes Yes Yes Yes
party story
Subject D - Museum
12 of the periodic table Yes Yes Yes Not Yes Yes Yes Yes
story
Quantity (%)
with Electronic 91% 91% 100% 0% 100% 91% 100% 91%
Puppet

One of the difficulties in using the Asistranto platform is the need for programming logic knowledge to create
activities, due to the use of processing to perform animations and interactions, as there are no specific software for
this technology type, especially for use in the environment educational. Thus, in order to allow the teacher to
produce his scenes and animations for storytelling with electronic puppets interaction, the need arose to create a
development and execution environment with the necessary functionalities to meet the pedagogical requirements,
which is intuitive, interactive and that hides the complexity of hardware and communication.
Thus, an editor is already under development that allows the user, in an interactive and intuitive way, to add
scenes and the elements that compose it, such as texts, images, videos and sounds and configure their animations
and events in property boxes. The main requirements for this new animation editor for Asistranto are: a) to be
intuitive and interactive, without using programming language and without requiring knowledge of programming
logic; b) allow the creation of scenes with the choice of image, video and background sound; c) allow the insertion
in the scenes of images, videos and sounds; d) allow the animation of the images in the scenes, with sounds for each
animation; e) The size, position, and animation settings should be based on dragging and dropping the elements
themselves from the screen and into checkboxes; f) the configuration and choice of the RFID tags and the respective
events generated by them must be of an easy and intuitive configuration in the scenes and elements.
392 Roceli Pereira Lima et al. / Procedia Computer Science 160 (2019) 385–393
8 Author name / Procedia Computer Science 00 (2018) 000–000

6. Conclusion

Considering the data obtained from Table 1, referring to joint attention scenes, it is observed that without
technology use (without Electronic Puppet), 75% of the cases did not have positive indicators. Among the worst
results, subject B presented only negative indicatives. In contrast, when using Asistranto technology (with
Electronic Puppet), ocurred 80% of joint attention scenes. These results indicate that the use of this Platform
increases from three positive cases to almost 10, representing a gain over 200%. In analyzing the data from the story
“a forest party”, there are 100% positive indicative of joint attention scenes, where students with autism showed a
preference for animal stories.
In Table 2, from the data of 12 autists and 8 indicators, they indicate that using Asistranto, occurred 83% of
affective state of interest positive indicator. The storie with animals presented 100% positive indicative of affective
interest state. This result, analyzed together with the data in Table 1, indicates a tendency of autistic subjects to
prefer animal stories. The indicator "support of the head upright by the hand" did not present positive factor of
promotion of the affective state of interest, that is, it may not be suitable for analysis with autistic subjects.
Thus, from the results of data analysis, it is stated that the use of the Asistranto educational platform provides an
average of over 80% of positive indicators in promoting the autistic children affective state of interest, from early
years of elementary school to regular education.

Acknowledgements

This work was partially funded by CNPq (Conselho Nacional de Desenvolvimento Científico e Tecnológico),
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES) and with institutional support
from Instituto Federal do Amazonas (IFAM).

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