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Advisor(s)
Abstract(s)
As crianças com Perturbação do Espectro do Autismo (PEA) apresentam dificuldades em reconhecer
emoções em si e nos outros, evidenciando défices marcados no funcionamento social e em tarefas
interpessoais do quotidiano. As emoções, e particularmente o reconhecimento emocional facial (REF), têm
sido objeto de estudo de um largo corpo de investigação, na tentativa de compreensão e caracterização
dos défices emocionais. Vários trabalhos tentam promover o REF em indivíduos com PEA, usando
diferentes metodologias, com cada vez maior recurso à tecnologia, pela sua potencialidade na promoção
de aprendizagens e elevada motivação que suscita nesta população (Baron-Cohen, Golan, & Ashwin, 2009;
Strickland, 1997). Apresentamos os resultados preliminares de um estudo piloto que visou a utilização
de uma metodologia tecnológica interativa, em forma de videojogo (“serious games”), desenvolvida em
Portugal pelo Porto Interactive Center (FCUP - “Projecto LIFEisGAME”), avaliando a sua usabilidade e
potencialidade na promoção da capacidade de reconhecimento emocional facial. A carência de materiais
portugueses originais motivou este projeto. Um grupo de crianças com diagnóstico de PEA (n=5) testou
seis estímulos que representam as seis emoções básicas (alegria, tristeza, medo, raiva, nojo e surpresa)
(Ekman & Friesen, 1975) usando o protótipo do videojogo num iPad durante 9 sessões. Verificou-se uma
melhoria do grupo experimental na tarefa de reconhecimento emocional facial após o período de treino
com o videojogo, relativamente ao grupo de controlo (n=5). As implicações destes primeiros resultados
são discutidas e apresentados dados recolhidos junto dos participantes e dos pais quanto à usabilidade do
protótipo.
Children with Autism Spectrum Disorder (ASD) have difficulties in recognizing emotions both in themselves and in others and present large deficits in social relationships skills and in daily interpersonal tasks. Emotions, and particularly facial emotion recognition (FER), have been largely studied in order to achieve a better understanding and depiction of the emotional deficits. Several studies have tried to promote FER in ASD individuals using different methodologies and have been increasingly turning to technology due to its learning potential and highly motivational value in this population (Baron-Cohen, Golan, & Ashwin, 2009; Strickland, 1997). We present the preliminary results of a pilot study that investigated the use of an interactive technologic methodology presented in a videogame (“serious game”), developed in Portugal by Porto Interactive Center (FCUP - “LIFEisGAME Project”). We tried to evaluate its usability and potentiality to promote facial emotion recognition skills. The lack of original Portuguese materials has motivated this project. A group of children with ASD (n=5) tested six stimuli representing the six basic emotions according to Ekman and Friesen (1975) (happiness, sadness, fear, anger, disgust and surprise) using the videogame prototype on an iPad during 9 sessions. We found an increase in the FER task after the training session period compared to the control group (n=5). The implications of these first results are discussed and the data regarding the prototype usability obtained with the participants and their parents are presented.
Children with Autism Spectrum Disorder (ASD) have difficulties in recognizing emotions both in themselves and in others and present large deficits in social relationships skills and in daily interpersonal tasks. Emotions, and particularly facial emotion recognition (FER), have been largely studied in order to achieve a better understanding and depiction of the emotional deficits. Several studies have tried to promote FER in ASD individuals using different methodologies and have been increasingly turning to technology due to its learning potential and highly motivational value in this population (Baron-Cohen, Golan, & Ashwin, 2009; Strickland, 1997). We present the preliminary results of a pilot study that investigated the use of an interactive technologic methodology presented in a videogame (“serious game”), developed in Portugal by Porto Interactive Center (FCUP - “LIFEisGAME Project”). We tried to evaluate its usability and potentiality to promote facial emotion recognition skills. The lack of original Portuguese materials has motivated this project. A group of children with ASD (n=5) tested six stimuli representing the six basic emotions according to Ekman and Friesen (1975) (happiness, sadness, fear, anger, disgust and surprise) using the videogame prototype on an iPad during 9 sessions. We found an increase in the FER task after the training session period compared to the control group (n=5). The implications of these first results are discussed and the data regarding the prototype usability obtained with the participants and their parents are presented.
Description
Keywords
Emoções Autismo Reconhecimento Videojogos Emotions Autism Recognition Videogames
Pedagogical Context
Citation
Publisher
Ordem dos Psicólogos Portugueses