Emotismo: an application to help children on the autism spectrum to recognize and reproduce emotions
Abstract
Emotismo is a mobile application to assist children with Autism Spectrum Disorder in the recognition and proper use of facial expressions to represent primary emotions. It has three main activities: recognition of emotions from socio-emotional contexts, imitation of emotions with facial expressions verified through digital image recognition, and identification of a specific emotion among several presented. Emotismo provides personalization of socio-emotional contexts and the recording of usage and performance metrics. Its development considered the analysis of similar solutions and recommendations for the development of digital resources for individuals with autism and/or cognitive and learning disabilities.
Keywords:
autism, children, emotions, application
References
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Du, S., Tao, Y., & Martinez, A. M. (2014). Compound facial expressions of emotion. Proceedings of the National Academy of Sciences, 111(15), E1454-E1462.
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Golan, O. et al. (2010). Enhancing emotion recognition in children with autism spectrum conditions: An intervention using animated vehicles with real emotional faces. Journal of autism and developmental disorders, 40(3), 269-279.
Gonçalves, R., Pessoa, C., Passos, O. M., & de Amorim, R. (2019). Ferramentas Assistivas no Ensino e Aprendizagem de Crianças com Aspectro Autista: Um Mapeamento Sistemático. Simpósio Brasileiro de Informática na Educação.
Gordon, I. (2014). FaceMaze: An Embodied Cognition Approach To Facial Expression Production in Autism Spectrum Disorder (Doctoral dissertation).
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Ploog, B. O., Scharf, A., Nelson, D., & Brooks, P. J. (2013). Use of computer-assisted technologies (CAT) to enhance social, communicative, and language development in children with autism spectrum disorders. Journal of autism and developmental disorders, 43(2), 301-322.
Santos, F. M. T. D. (2007). As emoções nas interações e a aprendizagem significativa. Ensaio Pesquisa em Educação em Ciências (Belo Horizonte), 9(2), 173-187.
Seeman, L., & Cooper, M. (2016). Techniques for the cognitive and learning disabilities accessibility task force (COGA). W3C.
Steinbrenner, J. R. et al. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.
Uljarevic, M., & Hamilton, A. (2013). Recognition of emotions in autism: a formal meta-analysis. Journal of autism and developmental disorders, 43(7), 1517-1526.
Virnes, M., Kärnä, E., & Vellonen, V. (2015). Review of research on children with autism spectrum disorder and the use of technology. Journal of Special Education Technology, 30(1), 13-27.
Andrade, N. C., Abreu, N. S., Duran, V. R., Veloso, T. J., & Moreira, N. A. (2013). Reconhecimento de expressões faciais de emoções: padronização de imagens do teste de conhecimento emocional. Psico, 44(3), 382-390.
Begeer, S., Koot, H. M., Rieffe, C., Terwogt, M. M., & Stegge, H. (2008). Emotional competence in children with autism: Diagnostic criteria and empirical evidence. Developmental Review, 28(3), 342-369.
Dantas, A. C., de Melo, S., Neves, L., Milessi, T., & do Nascimento, M. Z. (2019). Michelzinho: Jogo sério para o ensino de habilidades emocionais em pessoas com autismo ou deficiência intelectual. Simpósio Brasileiro de Informática na Educação.
Dapogny, A et al. (2018). JEMImE: a serious game to teach children with ASD how to adequately produce facial expressions. In 2018 13th IEEE International Conference on Automatic Face & Gesture Recognition (FG 2018) (pp. 723-730). IEEE.
Dapogny, A et al. (2019). On automatically assessing children’s facial expressions quality: a study, database, and protocol. Frontiers in Computer Science, 1, 5.
Du, S., Tao, Y., & Martinez, A. M. (2014). Compound facial expressions of emotion. Proceedings of the National Academy of Sciences, 111(15), E1454-E1462.
Ekman, P. (1999). Basic emotions. Handbook of cognition and emotion, 98(45-60), 16.
Ekman, P., & Friesen, W. V. (2003). Unmasking the face: A guide to recognizing emotions from facial clues. Ishk.
Fan, M., Fan, J., Jin, S., Antle, A. N., & Pasquier, P. (2018). EmoStory: A Game-based System Supporting Children's Emotional Development. In Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems (pp. 1-6).
Ferreira, W., Cordeiro, R., Aguiar, Y. P. C., Saraiva, J., Tardif, C., & Galy, E. (2018, October). Panorama das Publicações Nacionais sobre Autismo, Educação e Tecnologia. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE) (Vol. 29, No. 1, p. 913).
Foxx, R. M. (2008). Applied behavior analysis treatment of autism: The state of the art. Child and adolescent psychiatric clinics of North America, 17(4), 821-834.
Garnier, P. (2017). Autisme et Nouvelles Technologies. Revue de littérature sur les questions de l’usage des outils numériques dans l’aide à la communication non verbale et à l’interaction sociale chez les personnes avec des troubles du spectre de l’autisme (TSA).
Golan, O. et al. (2010). Enhancing emotion recognition in children with autism spectrum conditions: An intervention using animated vehicles with real emotional faces. Journal of autism and developmental disorders, 40(3), 269-279.
Gonçalves, R., Pessoa, C., Passos, O. M., & de Amorim, R. (2019). Ferramentas Assistivas no Ensino e Aprendizagem de Crianças com Aspectro Autista: Um Mapeamento Sistemático. Simpósio Brasileiro de Informática na Educação.
Gordon, I. (2014). FaceMaze: An Embodied Cognition Approach To Facial Expression Production in Autism Spectrum Disorder (Doctoral dissertation).
Izard, C. E. (2001). Emotional intelligence or adaptive emotions?.
Ploog, B. O., Scharf, A., Nelson, D., & Brooks, P. J. (2013). Use of computer-assisted technologies (CAT) to enhance social, communicative, and language development in children with autism spectrum disorders. Journal of autism and developmental disorders, 43(2), 301-322.
Santos, F. M. T. D. (2007). As emoções nas interações e a aprendizagem significativa. Ensaio Pesquisa em Educação em Ciências (Belo Horizonte), 9(2), 173-187.
Seeman, L., & Cooper, M. (2016). Techniques for the cognitive and learning disabilities accessibility task force (COGA). W3C.
Steinbrenner, J. R. et al. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.
Uljarevic, M., & Hamilton, A. (2013). Recognition of emotions in autism: a formal meta-analysis. Journal of autism and developmental disorders, 43(7), 1517-1526.
Virnes, M., Kärnä, E., & Vellonen, V. (2015). Review of research on children with autism spectrum disorder and the use of technology. Journal of Special Education Technology, 30(1), 13-27.
Published
2020-11-24
How to Cite
NUNES, Gustavo Maciel; AGUIAR, Yuska Paola Costa.
Emotismo: an application to help children on the autism spectrum to recognize and reproduce emotions. In: BRAZILIAN SYMPOSIUM ON COMPUTERS IN EDUCATION (SBIE), 31. , 2020, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2020
.
p. 692-701.
DOI: https://doi.org/10.5753/cbie.sbie.2020.692.
