Professional Qualifications

University Of Huddersfield, PhD Computer Science (Augmented Reality/User Centred Design):

Augmented Reality facial expression tracking interface to improve Theory of Mind in children with ASD: based on Design Principles created through a User Centred Design Process

University Of Huddersfield, BA Computer Games Design:

First Class Hons

Stockport College, Media BTEC (Film and TV Production):

Triple Distinction

Published Papers

Using Game Based Technology as a Mediating Function in Interventions to Develop Pretend Play Skills in Children With Autism Spectrum Disorder
October 2019
DOI: 10.34190/GBL.19.174
In book: Proceedings of the 13th International Conference on Game Based Learning ECGBL 2019
Publisher: Academic Conferences and Publishing International.

A framework system for the design of a digital augmented-reality pretend play activity for children with ASD
September 2020
In book: Proceedings of the 14th European Conference on Games Based Learning ECGBL 2020
Publisher: Academic Conferences International Limited

User Requirements for Accessible Digital Pretend Play Interventions for children with Autism Spectrum Disorders, a Human Centred Design Approach
July 2023
DOI: 10.1007/978-3-031-35681-0_35
In book: HCI INTERNATIONAL 2023. 25th International Conference on. Human-Computer Interaction.
Publisher: ACM 17th International Conference, HCII 2023

Augmented Reality facial expression tracking interface to improve Theory of Mind in children with ASD: based on Design Principles created through a User Centred Design Process
February 2023
In repository: University Of Huddersfield research portal
Publisher: University Of Huddersfield.

PhD Research Pretext

Augmented reality is the perfect tool to gain an understanding of what ‘pretence’ is. Pretence may seem like an easy concept to grasp for most people, but this is a learned skill that we acquire early in childhood. ‘Pretence’ skills help us throughout life and are predictors for success, socially and emotionally. For most of us, pretence comes naturally with the prompting of adults and physical materials, but making this connection is not as easy for everyone. Research has found that those with Autism spectrum disorders (ASD) in particular have been known to find the connection between the real and imaginary world much harder to make.

ASD has a large impact on the individual, families and society. The annual cost of a wide range of support services for children such as contact with speech and language therapists and paediatricians (Barret et al. 2012, pg. 802) runs in to the hundreds of millions in the UK and US alike. Further, young adults with ASD are less likely to live independently, gain employment, maintain social contact with friends and family and have increased chances of co-occuring mental health conditions (Bishop-Fitzpatrick et al. 2016, pg. 2716).

Increasing pretence skills can benefit children with Autism Spectrum Disorders (ASD) can help them to achieve improved outcomes in later life and is therefore a key area to focus on. Early research using Augmented Reality has been shown to help children with ASD to make the connection and understand pretence.

Inspired by these earlier studies, this research looks into a novel use of AR which specifically addresses the idea of role play, which is one form of pretence. The concept is to use AR facial tracking capabilities of modern accessible devices such as mobile phones and tablets, to help children grasp the idea of ‘playing another character’. Right now, is the perfect timing for the combination of these ideas and technology. Many people in the UK and USA have access to devices capable of achieving this in their pocket and early research with bulkier custom devices has shown promise for the potential emergence of newer more accessible devices.

The game developed and shown in this video has been designed to help children, and in particular, those with Autism Spectrum Disorders to engage in role play. This in turn could help them to learn essential skills that role play has a part in playing, for example social and emotional skills.