A framework system for the design of a digital augmented-reality pretend play activity for children with ASD

Abstract

Pretend play is a key educational strategy for children with Autism Spectrum disorder (ASD). Pretend play interventions lead to improvements including social skills and theory of mind. Prior research has shown benefits of using digital technologies to enhance pretend play, thereby improving skills. This article presents a framework system to support the design of augmented reality pretend play activities. The framework system emerged from a user-centred design process (with proxy users) to meet the complex developmental needs and heterogeneity of children with ASD. The system is aimed at promoting social conversation and theory of mind. It consists of an augmented-reality interactive game using features of the technology to help the child roleplay, complemented by an adult support application. The child is engaged in roleplay through embodying a character, contextualised within a familiar story. The support application allows an adult to monitor, guide and stimulate the child's progress through participating in the activity. The design process comprised of observations, interviews and focus groups with proxy users, involving three schools who provided participants for the focus groups. Individuals with relevant expertise were independently recruited for the interviews. The proposed system presents a novel opportunity to enhance pretend play by leveraging the unique features of augmented reality technologies and can serve as a reference for developing similar products.