Promoting Prosocial Behavior in Children with and without Autism Spectrum Condition by Using a Full-Body Interactive Mixed Reality System

Abstract

Autism spectrum condition (ASC) is a neurodevelopmental disability that can result in social and communication difficulties. There are many therapy approaches and interventions developed and used to be able to help individuals who are diagnosed with ASC. These approaches and interventions mainly aim at helping those people so that they can function better and easier in society. In addition to the traditional interventions for autism spectrum conditions, with the development of technology, different interventions are being developed. These innovative interventions allow children with ASC to develop their social and communication skills. The potential of Information and Communication Technologies (ICT), especially full-body interaction mixed reality systems, is found as effective as the traditional therapy for children with ASC to train their social initiation skills. However, even before social initiation, children with ASC can gain a prosocial attitude. Interpersonal entrainment is found to increase the prosocial behavior of individuals. However, there is not enough study to see how interpersonal entrainment can be achieved by using technology, and how this entrainment can affect the prosocial behavior of children with and without ASC. Therefore, the main goals of this study are (i) to analyze the design of an experience by using the full-body interaction MR system, where children can experience interpersonal entrainment, and (ii) to see if this experience helps children with and without ASC increase their prosocial attitude. The interactive experience was evaluated through questionnaires, system logs, tracking maps, and behavioral tests. Results of the study demonstrate how full-body interactive experience can be powerful to achieve interpersonal entrainment and give great insight into interaction design. Further research on this system can be done to give the children different types of experiences to see how these experiences can differ from each other in terms of having interpersonal entrainment and fostering prosocial behavior, and also to implement the system in school settings where it can be more accessible since having easier access to the system can help children with ASC cohere with society.