为提高孤独症儿童社会互动能力的人机交互学习活动设计与实现  

Design and Implementation of Human-computer Interaction Learning Activities for Improving Social Interaction Competence of Autistic Children

作　　者：陈靓影[1] 王广帅[1] 张坤[1] 

机构地区：[1]华中师范大学国家数字化学习工程技术研究中心,湖北武汉430079

出　　处：《电化教育研究》2017年第5期106-111,117,共7页E-education Research

基　　金：2016年度国家社会科学基金项目"人机交互干预中孤独症儿童心理状态研究"(项目编号:16BSH107)

摘　　要：目前儿童孤独症尚无有效的药物可以治愈,教育干预是帮助孤独症儿童提高社会互动能力的最佳手段。研究表明,通过人机交互学习进行教育干预是实现孤独症儿童康复的可行新途径。本研究以孤独症儿童的个体差异性为核心,建立互动式智能学习环境,针对提高孤独症儿童的社会互动能力设计学习目标、建立学习活动,支持儿童探索不同层次的社会互动场景;通过计算机视觉、模式识别、智能体以及多模态融合技术观察儿童的学习状态,并相应调整学习活动以满足不同儿童个体的社会认知需求。实验表明,人机交互学习活动能引起儿童兴趣,提高参与度,多模态信号比单一模态更能吸引注意力,根据个体学习状态调整学习活动能有效提高孤独症儿童的社会互动能力。该方法具有可行性与有效性。At present, there is still no effective drugs for childhood autism, and educational intervention is one of the best means to help autistic children improve their social interaction competence. Researches show that it is feasible to realize the rehabilitation of autistic children by using human- computer interaction as educational intervention. This paper establishes an intelligent interactive learning environment which focuses on individual differences of autistic children, and designs learning objectives and learning activities to support children to explore different levels of social interactive scenarios. Then, the learning process of children can be observed through technologies such as computer vision, pattern recognition, agent and muhimodal fusion etc. and learning activities can be adjusted to satisfy the social cognitive needs of different children. The results prove that human-computer interaction can arouse children＇s interests and improve their participation. The multimodal signal is better than single mode to attract children＇s attention, and to adjust learning activities according to the individual can effectively improve social interaction competence of autistic children.

关 键 词：人机交互 学习活动 儿童孤独症 教育干预 

分 类 号：G434[文化科学—教育学]