Unintentional intrusive participation in multimedia interactive environments
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Ceri Williams
Abstract
This paper presents data from two independent case studies: a 15-year-old female with cerebral palsy and related profound and multiple learning difficulties, and a 7-year-old male with extreme behaviour associated with autistic spectrum disorder. An audiovisual immersive interactive environment was developed to encourage creative interaction and expression from the participants. In both case studies, there were support workers present and it was the interventions of these support staff which are the main focus of this paper. Results indicated that profuse but unintentional interventions from the staff could have distorted interaction with, dissuaded or diverted participants from meaningful engagements with the reactive feedback provided by the system.
©2011 by Walter de Gruyter Berlin New York
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Articles in the same Issue
- Editorial
- Disability, virtual reality, ArtAbilitation and music
- Reviews
- Customising games for non-formal rehabilitation
- Aphasic theatre or theatre boosting self-esteem
- Warriors’ Journey: a path to healing through narrative exploration
- CaDaReMi. An educational interactive music game
- Extending body and imagination: moving to move
- Original Articles
- Making music with images: interactive audiovisual performance systems for the deaf
- An infrared sound and music controller for users with specific needs
- Sound=Space Opera: choreographing life within an interactive musical environment
- Cognitive effects of video games on old people
- Providing disabled persons in developing countries access to computer games through a novel gaming input device
- Voice articulatory training with a talking robot for the auditory impaired
- Using augmented reality to support the understanding of three-dimensional concepts by blind people
- Augmented reality application for the navigation of people who are blind
- Case Report
- Unintentional intrusive participation in multimedia interactive environments
- Listening to complexity: blind people’s learning about gas particles through a sonified model
