Embodied Conversational Agents for Education in Autism

Individuals with high-functioning autism and Asperger Syndrome find everyday social interactions very challenging due to their impairments in language, communication and social skills (Rapin & Tuchman, 2008). As their IQ scores are in the average and above range, they are typically placed into mainstream schools and face complex social interactions with their peers and educators daily. Individuals with autism have a strong preference for sameness and so often feel more comfortable interacting with computers and robots than their peers (Putnam & Chong, 2008). A computer program providing a virtual human tutor that teaches social skills can capitalise on this preference for technology, while working towards improved social competence. Such an approach is expected to provide a motivating, non-judgemental environment in which to develop social skills, while offering a tool that can be used independently by the individual, relieving pressure from carers, educators and therapists working with the learner. While little existing research has focussed on using embodied conversational agents (ECAs) for teaching children with autism, what has been done has led to promising outcomes (see Bosseler & Massaro, 2003; Tartaro & Cassell, 2006). In developing an ECA for improving social competence in children with autism, the particular needs of these individuals must be taken into account. Very importantly, this means that the tutor must present content in a way that suits the learning style and sensory needs of the learner, provide assessment tasks that are both appropriate and relevant and interpret the results of these assessments in a meaningful manner.