International Journal of Child-Computer Interaction最新文献

英文中文

Improved socio-emotional skills in students with autism spectrum disorder (ASD) following an intervention supported by an augmented gamified environment 自闭症谱系障碍（ASD）学生在强化游戏化环境支持下接受干预后，社会情感技能得到提高

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-09-10 DOI: 10.1016/j.ijcci.2024.100683

Nerea López-Bouzas, M. Esther del Moral-Pérez, Jonathan Castañeda-Fernández

This study examines the impact of an intervention using an Augmented Gamified Environment (AGE) to stimulate socio-emotional skills in a sample of 54 subjects with Autism Spectrum Disorder (ASD) aged between 3 and 17 years old. The study used a quantitative, exploratory, analytical methodology. Socio-emotional skills were evaluated before and after intervention (pre-posttest) using the DiagnosticApp instrument, supported by a fun app. The study specifically analyzed their ability to identify primary and secondary emotions and emotional states, as well as the cause-effect relationship linked to a context. The results show that socio-emotional skills improved after the intervention, regardless of gender, age, degree of ASD, comorbidity, or type of language. Overall, the greatest improvement was in identifying both primary and secondary emotions through recognizing facial expressions. Additionally, as expected, older students, and those with less severe ASD and more functional language exhibited higher scores in their socio-emotional skills. In conclusion, the extrinsic motivation associated with the mix of game mechanics, dynamics, and aesthetics, along with the augmented reality resources making up the AGE, are key contributing elements in improving these students’ socio-emotional skills.

本研究以 54 名年龄在 3 至 17 岁之间的自闭症谱系障碍（ASD）受试者为样本，探讨了使用增强游戏化环境（AGE）进行干预对激发社会情感技能的影响。研究采用了定量、探索和分析方法。在趣味应用程序的支持下，使用 DiagnosticApp 工具对干预前后（前测-后测）的社会情感技能进行了评估。研究特别分析了他们识别主要情绪、次要情绪和情绪状态的能力，以及与情境相关的因果关系。结果显示，无论性别、年龄、自闭症程度、合并症或语言类型如何，干预后儿童的社会情感技能都得到了提高。总体而言，最大的进步是通过识别面部表情来辨别主要情绪和次要情绪。此外，正如预期的那样，年龄较大的学生、自闭症程度较轻且语言功能较强的学生在社会情感技能方面的得分较高。总之，与游戏机制、动态和美学相结合的外在动机，以及构成 AGE 的增强现实资源，是提高这些学生社会情感技能的关键因素。

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引用次数: 0

Erratum regarding missing declaration of competing interest statements in previously published articles 关于以前发表的文章中缺少竞争利益声明的勘误

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-09-01 DOI: 10.1016/j.ijcci.2024.100670

引用次数: 0

Erratum regarding missing Declaration of Competing Interest statements in previously published articles 关于以前发表的文章中缺少 "竞争利益声明 "的勘误

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-09-01 DOI: 10.1016/j.ijcci.2024.100678

引用次数: 0

Erratum regarding missing Declaration of Competing Interest statements in previously published articles 关于以前发表的文章中缺少 "竞争利益声明 "的勘误

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-09-01 DOI: 10.1016/j.ijcci.2024.100677

引用次数: 0

Erratum regarding missing declaration of competing interest statements in previously published articles 关于以前发表的文章中缺少竞争利益声明的勘误

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-09-01 DOI: 10.1016/j.ijcci.2024.100676

引用次数: 0

Erratum regarding missing declaration of competing interest statements in previously published articles 关于以前发表的文章中缺少竞争利益声明的勘误

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-09-01 DOI: 10.1016/j.ijcci.2024.100675

引用次数: 0

Erratum regarding missing Declaration of Competing Interest statements in previously published articles 关于以前发表的文章中缺少 "竞争利益声明 "的勘误

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-09-01 DOI: 10.1016/j.ijcci.2024.100671

引用次数: 0

Erratum regarding missing Declaration of Competing Interest statements in previously published articles 关于以前发表的文章中缺少 "竞争利益声明 "的勘误

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-09-01 DOI: 10.1016/j.ijcci.2024.100673

引用次数: 0

Erratum regarding missing Declaration of Competing Interest statements in previously published articles 关于以前发表的文章中缺少 "竞争利益声明 "的勘误

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-09-01 DOI: 10.1016/j.ijcci.2024.100674

引用次数: 0

“You” versus “children”: A repeated-measures experiment on the effects of social robots’ use of (im)personal address forms when talking to children "你 "与 "孩子们"：关于社交机器人在与儿童交谈时使用（非）个人称呼形式的影响的重复测量实验

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-08-26 DOI: 10.1016/j.ijcci.2024.100682

Caroline L. van Straten, Jochen Peter, Rinaldo Kühne

Address forms are an important element of communication and can both reflect and affect how social robots are responded to. However, their effects on children's responses to social robots remain understudied. To fill this gap initially, we conducted an online repeated-measures experiment to investigate the effects of a robot's use of personal (“you”) versus impersonal (“children”) address forms on children's involvement in the interaction, their perception of the robot (in terms of cognitive and affective perspective-taking and social support) and their relationship with it (i.e., feelings of closeness and trust). Children (N = 282, age 8–9) watched two videos of a Nao robot with one week in between, in which the robot addressed them either personally or impersonally. We expected that children would respond more positively to a robot that always used personal address forms than to a robot that always used impersonal address forms, resulting in higher scores on all aforementioned variables. In addition, we expected that a change from impersonal to personal address forms over encounters would positively influence children's involvement, perception of the robot, and relationship with it, and vice versa for a change from personal to impersonal address forms. However, we did not find any significant effects of address form. We discuss the lack of significant findings in light of the differences between communication with humans versus machines.

称呼形式是交流的一个重要元素，既能反映也能影响人们对社交机器人的反应。然而，它们对儿童对社交机器人的反应的影响仍未得到充分研究。为了初步填补这一空白，我们进行了一项在线重复测量实验，研究机器人使用个人（"您"）和非个人（"孩子们"）地址形式对儿童参与互动、他们对机器人的感知（在认知和情感角度以及社会支持方面）以及他们与机器人的关系（即亲近感和信任感）的影响。孩子们（282 人，8-9 岁）观看了两段 Nao 机器人的视频，中间间隔一周，视频中机器人对他们进行了个人或非个人的讲话。我们预计，儿童对总是使用个人称呼形式的机器人的反应会比对总是使用非个人称呼形式的机器人的反应更积极，从而在上述所有变量中获得更高的分数。此外，我们还预计，在遇到机器人时，从非个人地址形式到个人地址形式的变化会对儿童的参与、对机器人的看法以及与机器人的关系产生积极影响，反之亦然，从个人地址形式到非个人地址形式的变化也会对儿童产生积极影响。但是，我们没有发现地址形式有任何显著影响。我们将根据与人交流和与机器交流之间的差异来讨论缺乏重大发现的问题。

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