Considering Individual Variation in Triadic Interaction among Children with Autistic Features during a Technology-enhanced LEGO® Building Activity
Katja Tuononen, Sanni Kiiskinen, Eija Kärnä, University of Eastern Finland, Finland
EdMedia + Innovate Learning, in Tampere, Finland ISBN 978-1-939797-08-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Children with autism spectrum disorder (ASD) have challenges in triadic interaction, or joint attention. These skills affect multiple areas of the lives of these children, including their learning and education. Previously, technological solutions have been found to be beneficial for this population. Thus, we were interested in investigating triadic interaction among children with autistic features during a technology-enhanced LEGO® building activity. Previous research has focused on the difficulties that these children have. We wanted to provide an alternative, strength-based perspective. The pilot study presented in this paper was conducted as a mixed-methods case study utilising video data recorded in a natural technology-enhanced environment. According to the results, the technology-enhanced LEGO building activity enabled the children to express their individual skills in unique ways. The findings are discussed in relation to designing learning environments for this population and the importance of identifying their strengths.
Tuononen, K., Kiiskinen, S. & Kärnä, E. (2014). Considering Individual Variation in Triadic Interaction among Children with Autistic Features during a Technology-enhanced LEGO® Building Activity. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 1466-1475). Tampere, Finland: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)