{"title":"OSB’li ve TGG’li Çocukların Video ve 3D Animasyonlarda Göz İzlemelerinin İncelenmesi","authors":"Selda Özdemir, Işık Akın Bülbül, Hayri Eren Suna, Şemsi Kübra Akkuş","doi":"10.15390/eb.2023.11750","DOIUrl":null,"url":null,"abstract":"Visual attention impairments of children with autism spectrum disorder (ASD) have been investigated in many studies over the past two decades. The purpose of this study was to examine the visual attention of children with ASD and typically developing (TD) children in different social interaction contexts. Videos and 3D animations with three different levels of social interaction content (low, medium, and high) were created for the current study. The participants included 21 children with ASD (𝑋̅ = 7.6, SD = 1.7) and 22 TD children (𝑋̅ = 8.5, SD = 1.0), all aged between 5 and 12 years. The participants observed the video and 3D animation presentations on a computer screen as a passive viewing task. While the children watched the social interaction scenarios, eye-tracking data was collected to analyze their total fixation duration. The findings indicated that both children with ASD and TD children exhibited the longest total fixation duration on the Eyes and Mouth regions, particularly during the Chocolate Bread scenario, which featured low-level social interaction. When we examined visual attention during the presentation of videos and 3D animations, we found that both groups of children displayed significantly more fixation duration on the face region, especially the Eyes region during the 3D animation presentation compared to the video presentation. The research findings were discussed, and recommendations for future studies were provided.","PeriodicalId":47058,"journal":{"name":"Egitim Ve Bilim-Education and Science","volume":null,"pages":null},"PeriodicalIF":0.5000,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Egitim Ve Bilim-Education and Science","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.15390/eb.2023.11750","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Visual attention impairments of children with autism spectrum disorder (ASD) have been investigated in many studies over the past two decades. The purpose of this study was to examine the visual attention of children with ASD and typically developing (TD) children in different social interaction contexts. Videos and 3D animations with three different levels of social interaction content (low, medium, and high) were created for the current study. The participants included 21 children with ASD (𝑋̅ = 7.6, SD = 1.7) and 22 TD children (𝑋̅ = 8.5, SD = 1.0), all aged between 5 and 12 years. The participants observed the video and 3D animation presentations on a computer screen as a passive viewing task. While the children watched the social interaction scenarios, eye-tracking data was collected to analyze their total fixation duration. The findings indicated that both children with ASD and TD children exhibited the longest total fixation duration on the Eyes and Mouth regions, particularly during the Chocolate Bread scenario, which featured low-level social interaction. When we examined visual attention during the presentation of videos and 3D animations, we found that both groups of children displayed significantly more fixation duration on the face region, especially the Eyes region during the 3D animation presentation compared to the video presentation. The research findings were discussed, and recommendations for future studies were provided.
期刊介绍:
Educación y Ciencia en el foco de publicación en línea con los objetivos; - Contribuyendo a la profesionalización de los docentes, - Un puente entre la teoría y la práctica, que proporciona una contribución directa a la práctica escolar y en el aula. - Ofreciendo una visión holística del ecosistema escolar, - Evaluar tanto los problemas educativos locales y actuales de Turquía se encuentra en sus propios estudios privados que examinan tanto la comparación internacional. Además, los siguientes estudios están cubiertos por la publicación de Educación y Ciencia. - Los estudios que examinan los problemas básicos y aplicaciones de la educación en preescolar, educación primaria y secundaria. - Esfuerzos para mejorar las competencias y estrategias educativas de profesores activos y otros profesionales - Todo tipo de estrategias y prácticas innovadoras de formación de docentes con el objetivo de hacer que los docentes candidatos sean docentes más calificados, examinar los modelos de formación docente y limitar la muestra al área de enseñanza relacionada - Metanálisis, análisis de contenido, análisis de perfil con grandes grupos de investigación o muestras - Todo tipo de actividades que pueden afectar el desarrollo individual, educativo, de carrera y social de los estudiantes en los niveles preescolar, elemental, intermedio y secundario. - Estudios que desarrollan y evalúan un nuevo modelo educativo, aunque teóricamente - Estudios que promuevan y apoyen la participación familiar en la educación. - Estudios multidisciplinares y estudios interdisciplinarios. - Estudios donde las herramientas de medición educativa son desarrolladas y probadas para su utilidad al mismo tiempo. - Estudios de integración tecnológica para ayudar a desarrollar aplicaciones educativas.