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\nWhat we did
\nWe set up a rigorous experiment to study the effects of the design of our digital environment on our children’s ability to learn and reason. The results of this study have already been published in top-tier peer-reviewed journals and we are currently applying for research funding to continue the research.
\nWhat we learned
\nInteraction design can enable children with autism spectrum disorders (ASDs) to learn and reason more effectively
\nWhat happens when children with autism spectrum disorder are exposed to digitally-designed environments? We asked this question when designing an experiment to study the effects of digitally-designed environments on children’s learning and reasoning abilities. We set up the experiment so that children without autism would be able to ‘control’ the environment by selecting the content to view or engage with while children with autism would not. Then, based on the importance of embodied interaction design, we applied the principles of spoken language development to our experiment.
\nIn our study, we used a commonly-used dataset called the ALO dataset. The ALO dataset features YouTube videos of over 21,000 children who have been assessed for their autism spectrum disorders. We randomly assigned a subset of children from the ALO dataset to watch videos of three differently designed interfaces as they learned how to identify the different geometric forms.
\nWe found that the use of speech-enabled design increased the speed of children’s learning of geometric shapes and the amount of reasoning behind their learning for all children in the experiment. This research has already been published as two peer-reviewed articles in top-tier journals.
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