Autism intervention system integrated with real character image

Abstract

The invention provides an autism intervention system integrated with a real character image. The system comprises a character image simulation unit, a social situation simulation unit and a characterbehavior driving unit, wherein the character image simulation unit is used for simulating a character real photo including an intervened object to generate a 3D simulated character image similar to areal character image; the social situation simulation unit is used for presenting the simulated character image, a social scene and a story line and sending an action command to a character driving unit according to the development needs of the story line; the character behavior driving unit is used for receiving the action command and driving the simulated character image to complete a corresponding motion according to the action command. The autism intervention system integrated with the real character image has the advantages that children with autism and other real character images contactand are associated with the children with the autism are integrated into a virtual situation of the intervention system to help the children with the autism be intervened into the virtual situation comprehensively with a vision and thinking mode of 'first person' and 'second person', thereby improving the self-awareness of the children with the autism and helping the children with the autism build association of a virtual world and finally improving social skills of the children with the autism.

Description

technical field [0001] The invention relates to the field of educational technology, in particular to an autism intervention system integrated with real characters. Background technique [0002] Autism spectrum disorder, or autism for short, is a developmental disorder of the nervous system that occurs in early childhood, and abnormal social interaction ability is one of its main symptoms. According to the US Centers for Disease Control and Prevention, 1 in 68 children suffer from autism. At present, there is no medicine or other effective medical methods to cure autism. Educational intervention is the main way to treat children with autism. Given the significant individual differences among children with autism, the National Research Council of the United States recommends at least 25 hours of one-on-one educational intervention for children with autism per week. This one-to-one educational intervention consumes a lot of educational resources such as teachers, equipment, ...

AI Technical Summary

Problems solved by technology

However, these three types of intervention systems also have their own shortcomings: the humanoid robot is a product of artificial intelligence, electronics, machinery and other high-tech products, and can only provide extremely limited interaction modes at the current technical level. The intervention of children with autism, and the high cost of tens of thousands to hundreds of thousands of yuan per set hinders its popularization in special education institutions; the production of virtual reality equipment and resources is as expensive as humanoid robots, and it needs to be worn Intrusive devices such as helmets and data gloves are likely to cause rejection by children with autism; although traditional multimedia animation / games are much cheaper than humanoid robots and virtual reality, they cannot provide a strong sense of immersion

After playing this cartoon to children with normal development, they can substitute themselves into the cartoon in their consciousness (that is, replace "Xiao Ming" with themselves), and then learn the social skills in the cartoon and use it in real life; After playing this cartoon to children with autism, there is a high probability that "Xiao Ming" is still "Xiao Ming" in their eyes, and they will not replace "Xiao Ming" with themselves, and cannot stimulate self-awareness

This is because children with autism have defects in the "Mirror Neuron System (MNS)". In the intervention system, children with autism can use "first person" or "second person" to intuitively and vividly reflect the autistic children themselves and real life. Without social objects, it is difficult for them to understand the relationship between characters and social situations in the intervention system, and they cannot learn social skills smoothly, let alone transfer and generalize to real life

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