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An	
  Augmented	
  Reality	
  
GameBook	
  for	
  Children	
  
with	
  Au8sm	
  Spectrum	
  
Disorder	
  (ASD)	
  
Jorge	
  Brandão	
  
University	
  of	
  Minho/Algoritmi	
  R&D	
  Centre,	
  Guimarães,	
  Portugal	
  
Pedro	
  Cunha	
  
University	
  of	
  Minho/Algoritmi	
  R&D	
  Centre,	
  Guimarães,	
  Portugal	
  
José	
  Vasconcelos	
  
University	
  of	
  Minho/Algoritmi	
  R&D	
  Centre,	
  Guimarães,	
  Portugal	
  
Vítor	
  Carvalho	
  
University	
  of	
  Minho/Algoritmi	
  R&D	
  Centre,	
  Guimarães,	
  Portugal	
  
IPCA-­‐EST,	
  Barcelos,	
  Portugal	
  
Filomena	
  Soares	
  
University	
  of	
  Minho/Algoritmi	
  R&D	
  Centre,	
  Guimarães,	
  Portugal	
  
	
  
InternaKonal	
  conference	
  focused	
  on	
  e-­‐learning	
  in	
  the	
  workplace	
  
June	
  10-­‐12,	
  2015,	
  at	
  Columbia	
  University	
  in	
  New	
  York.	
  
•  WHAT	
  IS	
  AUTISM	
  
•  ABSTRACT	
  
•  ABOUT	
  AUTISM	
  
•  INTRODUTION	
  
•  THE	
  GAMEBOOK	
  
•  CHARACTERS	
  
•  SCENARIOS	
  
•  IMPLEMENTATION	
  
•  CONCLUSIONS	
  
•  GAME	
  DEMONSTRATION	
  
SUMMARY	
  
•  Technologies,	
  like	
  augmented	
  reality	
  (AR),	
  have	
  the	
  ability	
  to	
  catch	
  
children’s	
  imaginaKon	
  and	
  to	
  promote	
  their	
  aYenKon.	
  
	
  
•  Children	
  with	
  ASD	
  usually	
  have	
  difficulty	
  to	
  recognize	
  facial	
  
expressions	
  and	
  to	
  understand	
  associated	
  emoKons.	
  
	
  
•  We	
  propose	
  to	
  design	
  and	
  develop	
  an	
  innovaKve	
  GameBook	
  to	
  
assist	
  children	
  with	
  ASD	
  to	
  recognize	
  and	
  acquire	
  emoKons	
  by	
  
engaging	
  their	
  aYenKon	
  and	
  moKvaKon.	
  	
  
	
  
•  The	
  GameBook	
  will	
  contain	
  a	
  story	
  that	
  describe	
  some	
  scenarios	
  and	
  
real	
  world	
  situaKons	
  which	
  will	
  conduct	
  the	
  children	
  to	
  become	
  
involved	
  on	
  ficKonal	
  contents	
  associated	
  with	
  emoKons.	
  
ABSTRACT	
  
ABSTRACT	
  
Play	
  with	
  
AR	
  Avatar	
  
Play	
  Quiz	
  
Games	
  
Play	
  Memory	
  
Games	
  
The	
  child	
  will	
  have	
  to	
  interact	
  with	
  
these	
  scenarios,	
  by	
  playing	
  with	
  
one	
  3D	
  AR	
  avatar	
  with	
  different	
  
facial	
  expressions	
  	
  
In	
  this	
  GameBook	
  the	
  child	
  will	
  
have	
  to	
  idenKfy	
  the	
  correct	
  
emoKonal	
  face	
  to	
  the	
  situaKon	
  in	
  
a	
  Quiz	
  Game.	
  
This	
  GameBook	
  the	
  child	
  will	
  have	
  
to	
  idenKfy	
  the	
  correct	
  emoKonal	
  
face	
  to	
  the	
  situaKon	
  in	
  a	
  Quiz	
  
Game.	
  
x	
  
x	
  
AUTISM	
  SPECTRUM	
  DISORDER	
  IN	
  USA	
  
Source:	
  Center	
  for	
  disease	
  Control	
  and	
  PrevenKon	
  	
  -­‐	
  hYp://www.cdc.gov/ncbddd/auKsm/data.html	
  
“The	
   AuKsm	
   Society	
   esKmates	
  
that	
   the	
   United	
   States	
   is	
   facing	
  
almost	
   $90	
   billion	
   annually	
   in	
  
costs	
  for	
  au8sm.	
  	
  
(This	
   figure	
   includes	
   research,	
  
insurance	
   costs	
   and	
   non-­‐covered	
  
expenses,	
   Medicaid	
   waivers	
   for	
  
auKsm,	
   educaKonal	
   spending,	
  
h o u s i n g ,	
   t r a n s p o r t a K o n ,	
  
employment,	
   related	
   therapeuKc	
  
services	
  and	
  caregiver	
  costs.)”	
  
hYp://www.auKsm-­‐	
  society.org/about-­‐auKsm.	
  
	
  
hWp://thautcast.com/drupal5/category/tags/centers-­‐disease-­‐control	
  
HIGH	
  
FUNCTIONING	
  
LOW	
  
FUNCTIONING	
  
1	
  out	
  of	
  every	
  54	
  boys	
  in	
  the	
  United	
  States	
  has	
  an	
  au8sm	
  
spectrum	
  disorder	
  
hYp://thautcast.com/drupal5/category/tags/centers-­‐disease-­‐control	
  
1	
  out	
  of	
  every	
  252	
  girls	
  in	
  the	
  United	
  States	
  has	
  an	
  au8sm	
  
spectrum	
  disorder	
  
hYp://thautcast.com/drupal5/category/tags/centers-­‐disease-­‐control	
  
hYp://thautcast.com/drupal5/category/tags/centers-­‐disease-­‐control	
  
INTRODUTION	
  
•  Technology	
  is	
  ubiquitous	
  and	
  can	
  be	
  a	
  safe	
  and	
  good	
  way	
  to	
  moKvate	
  and	
  
engage	
  children	
  in	
  interacKve	
  learning	
  acKviKes	
  in	
  order	
  to	
  promote	
  their	
  
cogniKve	
  and	
  social	
  skills	
  
•  It	
  is	
  being	
  used	
  increasingly	
  on	
  a	
  variety	
  of	
  pedagogical	
  contexts,	
  both	
  as	
  
assisKve	
  technologies	
  and	
  as	
  tools	
  for	
  helping	
  us	
  to	
  understand	
  user’s	
  moKvaKon	
  
•  It	
  has	
  the	
  potenKal	
  to	
  provide	
  individually	
  tailored	
  intervenKons	
  that	
  are	
  
suitable	
  for	
  a	
  wide	
  variety	
  of	
  abiliKes	
  
	
  
• 	
  Technological	
  intervenKons	
  allow	
  its	
  use	
  at	
  different	
  speeds	
  and	
  
locaKons,	
  and	
  never	
  lose	
  paKence	
  with	
  the	
  frequent	
  repeKKon	
  that	
  
many	
  people	
  with	
  ASD	
  has	
  
INTRODUCTION	
  
•  ASD	
  children	
  struggle	
  with	
  significant	
  relaKonships	
  and	
  behavioural	
  
challenges	
  that	
  in	
  most	
  cases	
  have	
  serious	
  implicaKons	
  for	
  inclusion	
  social	
  
adulthood	
  
	
  
•  One	
  of	
  the	
  most	
  promising	
  applicaKons	
  in	
  the	
  intervenKon	
  process	
  of	
  ASD	
  
children	
  came	
  from	
  developing	
  tools	
  for	
  promoKng	
  children’s	
  social	
  and	
  
communicaKon	
  skills	
  	
  
•  This	
  offers	
  the	
  opportunity	
  to	
  reduce	
  some	
  of	
  the	
  crippling	
  personnel	
  costs	
  
associated	
  with	
  auKsm	
  care	
  
	
  
INTRODUTION	
  
•  Children	
  with	
  ASD	
  usually	
  have	
  difficulty	
  to	
  recognize	
  facial	
  expressions	
  
and	
  to	
  understand	
  associated	
  emoKons,	
  to	
  imitate	
  or	
  use	
  emoKonal	
  
expressions,	
  to	
  understand	
  and	
  control	
  their	
  own	
  emoKons,	
  or	
  to	
  
interpret	
  emoKons	
  or	
  empathy	
  with	
  others	
  
•  Several	
  studies	
  show	
  that	
  the	
  majority	
  of	
  people	
  with	
  ASD	
  exhibit	
  a	
  
natural	
  affinity	
  with	
  technology	
  and	
  a	
  posiKve	
  ahtude	
  towards	
  
computer-­‐based	
  training	
  	
  
	
  
INTRODUTION	
  
•  Technologies,	
  like	
  augmented	
  reality	
  (AR),	
  have	
  the	
  ability	
  to	
  
catch	
  the	
  children’s	
  imagina8on	
  and	
  to	
  promote	
  their	
  aWen8on,	
  
because	
  they	
  can	
  experiment	
  ar8ficial,	
  safe	
  and	
  fascina8ng	
  
environments.	
  
•  AR	
  is	
  an	
  opKmal	
  interface	
  technology	
  and	
  a	
  helpful	
  tool	
  to	
  support	
  
auKsKc	
  children	
  capabiliKes.	
  With	
  AR	
  it	
  is	
  possible	
  to	
  create	
  more	
  
aYracKve	
  and	
  interacKve	
  interfaces	
  that	
  can	
  be	
  manipulated	
  by	
  
hand,	
  without	
  using	
  convenKonal	
  peripherals	
  such	
  as	
  the	
  
keyboard	
  and	
  the	
  mouse.	
  	
  
•  This	
  characterisKc	
  offers	
  greater	
  interacKon	
  between	
  the	
  child	
  
and	
  the	
  object,	
  raising	
  their	
  interest	
  and	
  their	
  curiosity,	
  providing	
  
greater	
  adherence	
  to	
  the	
  task/acKvity.	
  
	
  
THE	
  GAMEBOOK	
  
Given	
  the	
  potenKal	
  benefits	
  of	
  AR	
  we	
  aim	
  to	
  
design	
  a	
  tool	
  based	
  on	
  AR	
  in	
  order	
  to	
  improve	
  
capabiliKes	
  of	
  ASD	
  children	
  	
  
	
  
Our	
  goal	
  is	
  to	
  create	
  an	
  innovaKve	
  serious	
  game	
  
based	
  on	
  a	
  book	
  style	
  with	
  interacKon	
  inputs	
  to	
  
assist	
  children	
  with	
  social	
  interacKon	
  and	
  
communicaKon	
  skills.	
  	
  
	
  
We	
  aim	
  to	
  promote	
  children	
  with	
  ASD	
  recognizing	
  
and	
  acquiring	
  emoKons	
  by	
  engaging	
  their	
  aYenKon	
  
and	
  moKvaKon,	
  increasing	
  their	
  competence	
  on	
  
this	
  handicap.	
  
THE	
  GAMEBOOK	
  
The	
   GameBook	
   presents	
   the	
   story	
   of	
  
Tobias’s	
   adventure	
   during	
   a	
   visit	
   to	
   a	
   zoo	
  
park.	
  
	
  
	
  
The	
  player	
  can	
  read	
  the	
  story	
  and	
  interact	
  with	
  
it.	
  The	
  story	
  will	
  describe	
  scenarios	
  and	
  Tobias’	
  
interacKons	
  with	
  animals	
  and	
  real	
  world	
  
situaKons	
  which	
  will	
  conduct	
  the	
  children	
  to	
  
become	
  involved	
  on	
  ficKonal	
  contents	
  associated	
  
with	
  emoKons.	
  
THE	
  GAMEBOOK	
  
We	
  believe	
  that	
  the	
  GameBook	
  will	
  put	
  the	
  ability	
  of	
  the	
  child	
  to	
  interact	
  
with	
  the	
  story	
  and	
  to	
  promote	
  his/her	
  imagina8on	
  and	
  engaging.	
  
hYp://www.tobiasadventures.in/thezoo	
  
The	
  GameBook	
  can	
  be	
  played	
  on	
  any	
  mobile	
  
technology,	
  such	
  as	
  a	
  tablet,	
  smartphone	
  or	
  
laptop,	
  with	
  either	
  an	
  external	
  web	
  camera	
  or	
  an	
  
inbuilt	
  camera.	
  
The	
  GameBook	
  is	
  available	
  on:	
  
GAMEBOOK	
  CHARACTERS	
  
•  The	
  character	
  Tobias	
  was	
  designed	
  to	
  capKvate	
  the	
  
children	
  aYenKon	
  and	
  to	
  empathize	
  with	
  them.	
  
	
  
•  On	
  his	
  design	
  was	
  pretended	
  to	
  promote	
  a	
  face	
  with	
  
characterisKcs	
  that	
  allows	
  the	
  players	
  to	
  feel	
  some	
  
aYracKon	
  with	
  him.	
  
	
  
•  The	
  expressions	
  are	
  designed	
  by	
  special	
  details	
  in	
  the	
  
avatar,	
  essenKally,	
  with	
  his	
  lips	
  and	
  eyes.	
  
	
  
•  It	
  was	
  given	
  a	
  cartoonish	
  look	
  to	
  Tobias,	
  which	
  was	
  
deemed	
  by	
  the	
  group	
  members	
  as	
  potenKally	
  more	
  
familiar	
  and	
  more	
  fun	
  to	
  the	
  children	
  than	
  a	
  photo-­‐realisKc	
  
GAMEBOOK	
  SCENARIOS	
  
The	
  game	
  includes	
  a	
  total	
  of	
  5	
  different	
  scenarios,	
  designed	
  to	
  involve	
  the	
  child	
  
on	
  real	
  life	
  situa8ons.	
  
The	
  scenarios,	
  all	
  in	
  the	
  zoo,	
  will	
  promote	
  the	
  child’s	
  contact	
  with	
  different	
  environments	
  and	
  
will	
  create	
  some	
  emoKonal	
  reacKon	
  on	
  Tobias.	
  
	
  
ANIVERSARY	
   GO	
  TO	
  THE	
  ZOO	
   WITH	
  ELEPHANT	
   WITH	
  LION	
   WITH	
  BIRD	
  
IMPLEMENTATION	
  OF	
  THE	
  GAMEBOOK	
  
To	
  create	
  this	
  serious	
  game,	
  the	
  following	
  technologies	
  were	
  used:	
  	
  
	
  
The	
   3D	
   flip	
   book	
   uses	
   the	
   HTML5/CSS3	
   and	
  
JavaScript/Jquery	
  web	
  languages.	
  
	
  
	
  
To	
  develop	
  the	
  AR	
  feature	
  it	
  was	
  selected	
  the	
  
ArUco®	
  (Augmented	
  Reality	
  library	
  from	
  the	
  
University	
  of	
  Cordoba).	
  This	
  opKon	
  was	
  held	
  
on	
  the	
  easiness	
  of	
  use,	
  reliability	
  and	
  cross-­‐
plakorm	
  compaKbility.	
  	
  
CONCLUSIONS	
  AND	
  FUTURE	
  WORK	
  
•  The	
  aim	
  of	
  this	
  project	
  was	
  to	
  make	
  available	
  a	
  cost	
  effec8ve	
  tool	
  implemented	
  in	
  a	
  plagorm	
  
usually	
  pleasant	
  to	
  ASD	
  children.	
  
	
  
•  In	
  order	
  to	
  test	
  the	
  GameBook,	
  an	
  exploratory	
  study	
  in	
  a	
  classroom	
  context	
  with	
  ASD	
  children	
  
will	
  be	
  performed.	
  	
  
	
  
•  In	
  the	
  near	
  future,	
  a	
  system	
  that	
  will	
  allow	
  monitoring	
  the	
  child’s	
  results	
  and	
  these	
  outcomes	
  
will	
  be	
  available	
  on	
  the	
  website	
  of	
  the	
  game.	
  
	
  
•  Furthermore,	
  new	
  stories,	
  as	
  for	
  example,	
  Tobias	
  adventures	
  in	
  the	
  Sea	
  or	
  in	
  the	
  Space,	
  with	
  
new	
  characters,	
  scenarios	
  and	
  situa8ons	
  can	
  be	
  easily	
  included.	
  
	
  
•  It	
  is	
  the	
  authors’	
  belief	
  that	
  the	
  GameBook	
  will	
  increase	
  ASD	
  children	
  engagement	
  in	
  the	
  
learning	
  ac8vi8es	
  promo8ng	
  their	
  memory,	
  cogni8ve	
  and	
  social	
  skills	
  and	
  allowing	
  them	
  to	
  
reinforce	
  facial	
  expression	
  recogni8on.	
  
GAME	
  DEMONSTRATION	
  
QUESTIONS?	
  
Jorge	
  Brandão	
  
University	
  of	
  Minho/Algoritmi	
  R&D	
  Centre,	
  Guimarães,	
  Portugal	
  
E-­‐mail:	
  j.almeidabrandao@gmail.com	
  	
  
Pedro	
  Cunha	
  
University	
  of	
  Minho/Algoritmi	
  R&D	
  Centre,	
  Guimarães,	
  Portugal	
  
E-­‐mail:	
  pjgscunha@gmail.com	
  @gmail.com	
  	
  
José	
  Vasconcelos	
  
University	
  of	
  Minho/Algoritmi	
  R&D	
  Centre,	
  Guimarães,	
  Portugal	
  
E-­‐mail:	
  vasconcelos.jose@gmail.com	
  	
  
Vítor	
  Carvalho	
  
University	
  of	
  Minho/Algoritmi	
  R&D	
  Centre,	
  Guimarães,	
  Portugal	
  
IPCA-­‐EST,	
  Barcelos,	
  Portugal	
  
E-­‐mail:	
  vcarvalho@ipca.pt	
  	
  	
  
	
  
Filomena	
  Soares	
  
University	
  of	
  Minho/Algoritmi	
  R&D	
  Centre,	
  Guimarães,	
  Portugal	
  E-­‐mail:	
  fsoares@dei.uminho.pt	
  	
  	
  
	
  

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An Augmented Reality GameBook for Children with Autism Spectrum Disorder (ASD)

  • 1. An  Augmented  Reality   GameBook  for  Children   with  Au8sm  Spectrum   Disorder  (ASD)   Jorge  Brandão   University  of  Minho/Algoritmi  R&D  Centre,  Guimarães,  Portugal   Pedro  Cunha   University  of  Minho/Algoritmi  R&D  Centre,  Guimarães,  Portugal   José  Vasconcelos   University  of  Minho/Algoritmi  R&D  Centre,  Guimarães,  Portugal   Vítor  Carvalho   University  of  Minho/Algoritmi  R&D  Centre,  Guimarães,  Portugal   IPCA-­‐EST,  Barcelos,  Portugal   Filomena  Soares   University  of  Minho/Algoritmi  R&D  Centre,  Guimarães,  Portugal     InternaKonal  conference  focused  on  e-­‐learning  in  the  workplace   June  10-­‐12,  2015,  at  Columbia  University  in  New  York.  
  • 2. •  WHAT  IS  AUTISM   •  ABSTRACT   •  ABOUT  AUTISM   •  INTRODUTION   •  THE  GAMEBOOK   •  CHARACTERS   •  SCENARIOS   •  IMPLEMENTATION   •  CONCLUSIONS   •  GAME  DEMONSTRATION   SUMMARY  
  • 3. •  Technologies,  like  augmented  reality  (AR),  have  the  ability  to  catch   children’s  imaginaKon  and  to  promote  their  aYenKon.     •  Children  with  ASD  usually  have  difficulty  to  recognize  facial   expressions  and  to  understand  associated  emoKons.     •  We  propose  to  design  and  develop  an  innovaKve  GameBook  to   assist  children  with  ASD  to  recognize  and  acquire  emoKons  by   engaging  their  aYenKon  and  moKvaKon.       •  The  GameBook  will  contain  a  story  that  describe  some  scenarios  and   real  world  situaKons  which  will  conduct  the  children  to  become   involved  on  ficKonal  contents  associated  with  emoKons.   ABSTRACT  
  • 4. ABSTRACT   Play  with   AR  Avatar   Play  Quiz   Games   Play  Memory   Games   The  child  will  have  to  interact  with   these  scenarios,  by  playing  with   one  3D  AR  avatar  with  different   facial  expressions     In  this  GameBook  the  child  will   have  to  idenKfy  the  correct   emoKonal  face  to  the  situaKon  in   a  Quiz  Game.   This  GameBook  the  child  will  have   to  idenKfy  the  correct  emoKonal   face  to  the  situaKon  in  a  Quiz   Game.   x   x  
  • 5. AUTISM  SPECTRUM  DISORDER  IN  USA   Source:  Center  for  disease  Control  and  PrevenKon    -­‐  hYp://www.cdc.gov/ncbddd/auKsm/data.html   “The   AuKsm   Society   esKmates   that   the   United   States   is   facing   almost   $90   billion   annually   in   costs  for  au8sm.     (This   figure   includes   research,   insurance   costs   and   non-­‐covered   expenses,   Medicaid   waivers   for   auKsm,   educaKonal   spending,   h o u s i n g ,   t r a n s p o r t a K o n ,   employment,   related   therapeuKc   services  and  caregiver  costs.)”   hYp://www.auKsm-­‐  society.org/about-­‐auKsm.    
  • 7. 1  out  of  every  54  boys  in  the  United  States  has  an  au8sm   spectrum  disorder   hYp://thautcast.com/drupal5/category/tags/centers-­‐disease-­‐control  
  • 8. 1  out  of  every  252  girls  in  the  United  States  has  an  au8sm   spectrum  disorder   hYp://thautcast.com/drupal5/category/tags/centers-­‐disease-­‐control  
  • 10. INTRODUTION   •  Technology  is  ubiquitous  and  can  be  a  safe  and  good  way  to  moKvate  and   engage  children  in  interacKve  learning  acKviKes  in  order  to  promote  their   cogniKve  and  social  skills   •  It  is  being  used  increasingly  on  a  variety  of  pedagogical  contexts,  both  as   assisKve  technologies  and  as  tools  for  helping  us  to  understand  user’s  moKvaKon   •  It  has  the  potenKal  to  provide  individually  tailored  intervenKons  that  are   suitable  for  a  wide  variety  of  abiliKes     •   Technological  intervenKons  allow  its  use  at  different  speeds  and   locaKons,  and  never  lose  paKence  with  the  frequent  repeKKon  that   many  people  with  ASD  has  
  • 11. INTRODUCTION   •  ASD  children  struggle  with  significant  relaKonships  and  behavioural   challenges  that  in  most  cases  have  serious  implicaKons  for  inclusion  social   adulthood     •  One  of  the  most  promising  applicaKons  in  the  intervenKon  process  of  ASD   children  came  from  developing  tools  for  promoKng  children’s  social  and   communicaKon  skills     •  This  offers  the  opportunity  to  reduce  some  of  the  crippling  personnel  costs   associated  with  auKsm  care    
  • 12. INTRODUTION   •  Children  with  ASD  usually  have  difficulty  to  recognize  facial  expressions   and  to  understand  associated  emoKons,  to  imitate  or  use  emoKonal   expressions,  to  understand  and  control  their  own  emoKons,  or  to   interpret  emoKons  or  empathy  with  others   •  Several  studies  show  that  the  majority  of  people  with  ASD  exhibit  a   natural  affinity  with  technology  and  a  posiKve  ahtude  towards   computer-­‐based  training      
  • 13. INTRODUTION   •  Technologies,  like  augmented  reality  (AR),  have  the  ability  to   catch  the  children’s  imagina8on  and  to  promote  their  aWen8on,   because  they  can  experiment  ar8ficial,  safe  and  fascina8ng   environments.   •  AR  is  an  opKmal  interface  technology  and  a  helpful  tool  to  support   auKsKc  children  capabiliKes.  With  AR  it  is  possible  to  create  more   aYracKve  and  interacKve  interfaces  that  can  be  manipulated  by   hand,  without  using  convenKonal  peripherals  such  as  the   keyboard  and  the  mouse.     •  This  characterisKc  offers  greater  interacKon  between  the  child   and  the  object,  raising  their  interest  and  their  curiosity,  providing   greater  adherence  to  the  task/acKvity.    
  • 14. THE  GAMEBOOK   Given  the  potenKal  benefits  of  AR  we  aim  to   design  a  tool  based  on  AR  in  order  to  improve   capabiliKes  of  ASD  children       Our  goal  is  to  create  an  innovaKve  serious  game   based  on  a  book  style  with  interacKon  inputs  to   assist  children  with  social  interacKon  and   communicaKon  skills.       We  aim  to  promote  children  with  ASD  recognizing   and  acquiring  emoKons  by  engaging  their  aYenKon   and  moKvaKon,  increasing  their  competence  on   this  handicap.  
  • 15. THE  GAMEBOOK   The   GameBook   presents   the   story   of   Tobias’s   adventure   during   a   visit   to   a   zoo   park.       The  player  can  read  the  story  and  interact  with   it.  The  story  will  describe  scenarios  and  Tobias’   interacKons  with  animals  and  real  world   situaKons  which  will  conduct  the  children  to   become  involved  on  ficKonal  contents  associated   with  emoKons.  
  • 16. THE  GAMEBOOK   We  believe  that  the  GameBook  will  put  the  ability  of  the  child  to  interact   with  the  story  and  to  promote  his/her  imagina8on  and  engaging.   hYp://www.tobiasadventures.in/thezoo   The  GameBook  can  be  played  on  any  mobile   technology,  such  as  a  tablet,  smartphone  or   laptop,  with  either  an  external  web  camera  or  an   inbuilt  camera.   The  GameBook  is  available  on:  
  • 17. GAMEBOOK  CHARACTERS   •  The  character  Tobias  was  designed  to  capKvate  the   children  aYenKon  and  to  empathize  with  them.     •  On  his  design  was  pretended  to  promote  a  face  with   characterisKcs  that  allows  the  players  to  feel  some   aYracKon  with  him.     •  The  expressions  are  designed  by  special  details  in  the   avatar,  essenKally,  with  his  lips  and  eyes.     •  It  was  given  a  cartoonish  look  to  Tobias,  which  was   deemed  by  the  group  members  as  potenKally  more   familiar  and  more  fun  to  the  children  than  a  photo-­‐realisKc  
  • 18. GAMEBOOK  SCENARIOS   The  game  includes  a  total  of  5  different  scenarios,  designed  to  involve  the  child   on  real  life  situa8ons.   The  scenarios,  all  in  the  zoo,  will  promote  the  child’s  contact  with  different  environments  and   will  create  some  emoKonal  reacKon  on  Tobias.     ANIVERSARY   GO  TO  THE  ZOO   WITH  ELEPHANT   WITH  LION   WITH  BIRD  
  • 19. IMPLEMENTATION  OF  THE  GAMEBOOK   To  create  this  serious  game,  the  following  technologies  were  used:       The   3D   flip   book   uses   the   HTML5/CSS3   and   JavaScript/Jquery  web  languages.       To  develop  the  AR  feature  it  was  selected  the   ArUco®  (Augmented  Reality  library  from  the   University  of  Cordoba).  This  opKon  was  held   on  the  easiness  of  use,  reliability  and  cross-­‐ plakorm  compaKbility.    
  • 20. CONCLUSIONS  AND  FUTURE  WORK   •  The  aim  of  this  project  was  to  make  available  a  cost  effec8ve  tool  implemented  in  a  plagorm   usually  pleasant  to  ASD  children.     •  In  order  to  test  the  GameBook,  an  exploratory  study  in  a  classroom  context  with  ASD  children   will  be  performed.       •  In  the  near  future,  a  system  that  will  allow  monitoring  the  child’s  results  and  these  outcomes   will  be  available  on  the  website  of  the  game.     •  Furthermore,  new  stories,  as  for  example,  Tobias  adventures  in  the  Sea  or  in  the  Space,  with   new  characters,  scenarios  and  situa8ons  can  be  easily  included.     •  It  is  the  authors’  belief  that  the  GameBook  will  increase  ASD  children  engagement  in  the   learning  ac8vi8es  promo8ng  their  memory,  cogni8ve  and  social  skills  and  allowing  them  to   reinforce  facial  expression  recogni8on.  
  • 22. QUESTIONS?   Jorge  Brandão   University  of  Minho/Algoritmi  R&D  Centre,  Guimarães,  Portugal   E-­‐mail:  j.almeidabrandao@gmail.com     Pedro  Cunha   University  of  Minho/Algoritmi  R&D  Centre,  Guimarães,  Portugal   E-­‐mail:  pjgscunha@gmail.com  @gmail.com     José  Vasconcelos   University  of  Minho/Algoritmi  R&D  Centre,  Guimarães,  Portugal   E-­‐mail:  vasconcelos.jose@gmail.com     Vítor  Carvalho   University  of  Minho/Algoritmi  R&D  Centre,  Guimarães,  Portugal   IPCA-­‐EST,  Barcelos,  Portugal   E-­‐mail:  vcarvalho@ipca.pt         Filomena  Soares   University  of  Minho/Algoritmi  R&D  Centre,  Guimarães,  Portugal  E-­‐mail:  fsoares@dei.uminho.pt