“Activity Theory and Interface Design for Autism Treatment: Tracking, Collaborating, and Enriching the Classroom Experience” by Marchese
Conference:
Type:
Entry Number: 12
Title:
- Activity Theory and Interface Design for Autism Treatment: Tracking, Collaborating, and Enriching the Classroom Experience
Presenter(s)/Author(s):
Abstract:
Autism is a growing health issue in today’s youth that necessitates careful monitoring and commitment to education. iPads have quickly proven to be a great tool in assisting autistic children through prompting, interactive educational games, and language development. However, the instructors and therapists of autistic children can also significantly benefit from iPads as an interactive tool to more quickly and accurately track student data, and ultimately be able to teach the child in a more individualized and precise way. Activity theory considers an entire working activity system (including teams and organizations) beyond just one user, focusing on consciousness, the relationship between people and things, and the role of artifacts (objects, such as an iPad) in everyday life. By analyzing data collected from instructors of autistic students, we can identify areas of sensorial, emotion, and interactions for maximizing user experience for three distinct collaborative audience segments: teachers, therapists, and students. With that understanding, we can then evaluate, ideate, and describe the functionality of an iPad interface that allows careful data tracking and collaboration to best position an autistic student for academic success.
References:
1. Nardi, Bonnie A. 1995. Context and Consciousness: Activity Theory and Human-Computer Interaction.
2. Garrett, Jesse James. 2011. The Elements of User Experience.
