Developing reciprocity with technology and storytelling: The design of an authorable virtual peer for children with autism spectrum disorder. Tartaro, A. & Cassell, J. In Douglas, S. & Stirling, L., editors, Children's play, pretense, and story: Studies in culture, context, and autism spectrum disorder., pages 72–95. Routledge/Taylor & Francis Group, New York, NY, 2016. ![Developing reciprocity with technology and storytelling: The design of an authorable virtual peer for children with autism spectrum disorder [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper abstract bibtex This chapter asks: How can we leverage this ability to interact with a virtual peer to design tasks and a technology system for learning about reciprocity? To address this question, we apply constructionist theory in education, which suggests that building artifacts support learning by engaging meta-cognitive skills, including planning, taking the perspective of others, and reflection. We describe how we applied constructionist theory to learning about social interaction by developing constructionist tasks for virtual peer technology. Our goal is to create tools that allow children to create stories and social behavior for a virtual peer and then operate the virtual peer in the manner of a puppet while it interacts with another person. We argue that these tasks, which we call authoring the virtual peer, engage meta-cognitive skills, including planning, monitoring, and revising a social interaction. We illustrate that authoring encourages children to employ targeted reciprocity skills and reveals behavior that may be affecting those skills. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
@incollection{tartaro_developing_2016,
address = {New York, NY},
title = {Developing reciprocity with technology and storytelling: {The} design of an authorable virtual peer for children with autism spectrum disorder},
isbn = {978-1-84872-544-7},
url = {https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=psyh&AN=2016-06907-004&site=ehost-live},
abstract = {This chapter asks: How can we leverage this ability to interact with a virtual peer to design tasks and a technology system for learning about reciprocity? To address this question, we apply constructionist theory in education, which suggests that building artifacts support learning by engaging meta-cognitive skills, including planning, taking the perspective of others, and reflection. We describe how we applied constructionist theory to learning about social interaction by developing constructionist tasks for virtual peer technology. Our goal is to create tools that allow children to create stories and social behavior for a virtual peer and then operate the virtual peer in the manner of a puppet while it interacts with another person. We argue that these tasks, which we call authoring the virtual peer, engage meta-cognitive skills, including planning, monitoring, and revising a social interaction. We illustrate that authoring encourages children to employ targeted reciprocity skills and reveals behavior that may be affecting those skills. (PsycInfo Database Record (c) 2022 APA, all rights reserved)},
booktitle = {Children's play, pretense, and story: {Studies} in culture, context, and autism spectrum disorder.},
publisher = {Routledge/Taylor \& Francis Group},
author = {Tartaro, Andrea and Cassell, Justine},
editor = {Douglas, Susan and Stirling, Lesley},
year = {2016},
keywords = {Autism Spectrum Disorders, Constructivism, Metacognition, Peers, Reciprocity, Storytelling, Virtual Reality, authorable virtual peer, autism spectrum disorder, constructionist theory, meta-cognitive skills, reciprocity, storytelling},
pages = {72--95},
}
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