Investigating social vulnerability in children using computer mediated role-play

Fallon, T. L., Aylett, R., Minnis, H. and Rajendran, G. (2018) Investigating social vulnerability in children using computer mediated role-play. Computers and Education, 125, pp. 458-464. (doi: 10.1016/j.compedu.2018.06.027)

207823.pdf - Accepted Version



Here, we report a study using computer role-play to investigate Disinhibited Social Engagement in 54 typically developing children aged 6, 8 and 10 years. Children completed 22 (theme-matched) vignettes and computerised scenarios that captured the themes of the specific symptoms of Disinhibited Social Engagement Disorder (DSM V, APA, 2013). Our newly created 22 "Paper pencil" vignettes and computer role-play scenarios were used in conjunction with the Strange Stories (O'Hare, Bremner, Nash, Happé & Pettigrew, 2009) and Parents and Teachers completed versions of the Relationship Problems Questionnaire (RPQ: Minnis et al., 2007). Our findings revealed the developmental (age) differences of social vulnerability/indiscriminate friendliness and potential advantages of computermediated role-play in comparison to “paper pencil” tasks. We argue that using a method of children role playing characters gives a better insight into children's true vulnerabilities. We discuss our findings in relation to using this methodology for clinicians and researchers to improve social skills in the most socially vulnerable children.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Minnis, Professor Helen
Authors: Fallon, T. L., Aylett, R., Minnis, H., and Rajendran, G.
College/School:College of Medical Veterinary and Life Sciences > Institute of Health and Wellbeing > General Practice and Primary Care
Journal Name:Computers and Education
ISSN (Online):1873-782X
Published Online:05 July 2018
Copyright Holders:Copyright © 2018 Elsevier
First Published:First published in Computers and Education 125:458-464
Publisher Policy:Reproduced in accordance with the copyright policy of the publisher

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