Using Eye-Tracking Technology as an Art Medium and a Tool of Clinical Intervention in Art Therapy of a Child with Multiple Disabilities
DOI:
https://doi.org/10.12775/SPI.2021.4.007Keywords
art therapy, assistive technology (AT), eye-gaze assistive technology (EGAT), eye-gaze controlled computer (EGCC), action research, child with multiple disabilitiesAbstract
The dynamically developing eye-tracking technology is more and more often used in the diagnosis and therapy of children with multiple disabilities for whom sight is the only communication channel. The aim of the article is to show how eye-tracking technology becomes an art medium and can be used as an optimal tool of clinical intervention in art therapy for children with multiple disabilities. The author conducted several-month-long action research in the form of art therapy sessions for twenty-few children with multiple disabilities. She found that the use of eye-tracking as an assistive technology tool (EGAT) in art therapy enables participants to be relatively autonomous and independent in their creative activity. This allows them to express their emotions and reveal their abilities. Eye-tracking introduces a positive change in the well-being and quality of life of children participating in the research. Therefore, contemporary art therapists working with children with multiple disabilities should not limit themselves to traditional art therapy classes focused on strictly sensory experiences, but look for innovative tools and software that will allow children to actively and creatively engage in art therapy.
References
Alders A., Beck L., Allen P.B., Mosinski B. (2011). “Technology in Art Therapy: Ethical Challenges,” Journal of the American Art Therapy Association, vol. 28, no. 4, pp. 165–170.
Borgestig M., Al Khatib I., Masayko S., Hemmingsson H. (2021). “The Impact of Eye-gaze Controlled Computer on Communication and Functional Independence in Children and Young People with Complex Needs—A Multicenter Intervention Study,” Developmental Neurorehabilitation, vol. 24, no. 7, pp. 1–22.
Brancheau D. (2013). “Art Therapy as a Treatment Choice for Autism Spectrum Disorder.” [in:] P. Howie, S. Prasad, J.C. Kristel (eds.), Using Art Therapy with Diverse Populations: Crossing Cultures and Abilities. Philadelphia (PA): Jessica Kingsley Publishers, pp. 143–152.
Budziszewski P., Grabowski A., Jankowski J., Milanowicz M. (2011). “Możliwości wykorzystania rzeczywistości wirtualnej do projektowania stanowisk pracy dla osób niepełnosprawnych ruchowo,” Bezpieczeństwo pracy, no. 5, pp. 6–8.
Corradi F., Federici S., Mele M.L., Sperati C., Ruschena S., Dandini de Sylva S. (2011). “No Obstacle to Emotion (NOBE): An Assistive Technology for a Multi-sensory Experience of Visual Art,” [in:] G.J. Gelderblom, M. Soede, L. Adriaens, K. Miesenberger (eds.), Everyday Technology for Independence and Care (Assistive Technology Research Series), Amsterdam: IOS Press, pp. 927–934.
Czerepaniak-Walczak M. (2014). „Badanie w działaniu w kształceniu i doskonaleniu nauczycieli,” Przegląd Badań Edukacyjnych, no. 2(19), pp. 181–184.
Donnari S., Canonico V., Fatuzzo G., Bedetti Ch., Marchiafava M., Menna M., Elisei S. (2019). “New Technologies for Art Therapy Interventions Tailored to Severe Disabilities,” Psychiatria Danubin, vol. 31, no. 3, pp. 462–466.
Gabriels R.L. (2003). “Art Therapy with Children Who Have Autism and Their Families,” [in:] C.A. Malchiodi (ed.), Handbook of Art Therapy, New York: Guilford Pres, pp. 193–206.
Harezlak K., Kasprowski P. (2018). “Application of Eye Tracking in Medicine: A Survey, Research Issues and Challenges,” Computerized Medical Imaging and Graphics, vol. 65, pp. 176–190.
Hastrup K. (2008). Droga do antropologii. Między doświadczeniem a teorią, trans. E. Klekot, Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego.
Hemmingsson H., Borgestig M. (2020). “Usability of Eye-Gaze Controlled Computers in Sweden: A Total Population Survey,” International Journal of Environmental Research and Public Health,” vol. 17, no. 5, pp. 1–13.
Hsieh Y.-H., Borgestig M., Gopalaro D., McGowan J., Granlund M., Hwang A.-W., Hemmingsson H. (2021). “Communicative Interaction with and without Eye-Gaze Technology between Children and Youths with Complex Needs and Their Communication Partners,” International Journal of Environmental Research and Public Health, vol. 18, pp. 1–22.
Jaskula B., Szkoła J., Pancerz K., Derkacz A. (2016). “Eye-tracking Data, Complex Networks and Rough Sets: An Attempt Toward Combining Them,” EAI Endorsed Transactions on Creative Technologies, no. 3(7), pp. 1–7.
Kędziora Ł. (2020). Art & Eye-tracking: A Practical Guide for Artists, Art Enthusiasts and Researches, Toruń: Emotin.
Kochanowicz A.M. (2019). “Eye-Tracking in the Diagnosis, Therapy and Education of Children with Multiple Disability: An Outline of Issues,” Edukacja Elementarna w Teorii i Praktyce, vol. 14, no. 4(54), pp. 109–119.
Kochanowicz A.M. (2020). “Implementing Augmentative and Alternative Communication at a Rehabilitation & Educational Center (specialists’ interaction with the family),” Edukacja Elementarna w Teorii i Praktyce, vol. 15, no. 3(57), pp. 129–143.
Kulczycki M. (1990). “Arteterapia i psychologia kliniczna,” Zeszyty Naukowe Akademii Muzycznej we Wrocławiu, no. 57, pp. 7–19.
Malchiodi C.A. (2000). Art Therapy and Computer Technology: A Virtual Studio of Possibilities. Philadelphia (PA): Jessica Kingsley Publishers.
Malchiodi C.A. (ed.) (2018). Handbook of Art Therapy, New York: Guilford Pres.
Ministry of National Education (2013). “Rozporządzenie Ministra Edukacji Narodowej z dnia 23 kwietnia 2013 r. w sprawie warunków i sposobu organizowania zajęć rewalidacyjno-wychowawczych dla dzieci i młodzieży z upośledzeniem umysłowym w stopniu głębokim,” Journal of Laws of the Republic of Poland, item 529.
Ministry of National Education (2017). “Rozporządzenie ministra edukacji narodowej z dnia 7 września 2017 r. w sprawie orzeczeń i opinii wydawanych przez zespoły orzekające działające w publicznych poradniach psychologiczno-pedagogicznych,” Journal of Laws of the Republic of Poland, item 1743.
Nieporowski P. (2015). “Etyka niejawnej obserwacji uczestniczącej jako metody badawczej stosowanej w naukach społecznych,” Rocznik Lubuski, vol. 41, part 1, pp. 67–76.
Orr P. (2012). “Technology Use in Art Therapy Practice: 2004 and 2011 Comparison,” The Arts in Psychotherapy, vol. 39, no. 4, pp. 234–238.
Rudowski T. (2009). Studia nad arteterapią w ujęciu aksjologiczno-psychologicznym, Warszawa: Zakład Poligraficzny Primum s.c.
Szulc W. (2011). Arteterapia. Narodziny idei, ewolucja teorii, rozwój praktyki, Warszawa: Difin SA.
Szulc W. (2018). Wiedza o arteterapii dla pedagogów i promotorów zdrowia, Legnica: Wydawnictwo Państwowej Wyższej Szkoły Zawodowej im. Witelona.
Tokarz A. (2005). Dynamika procesu twórczego, Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego.
Wobbrock J.O., Gajos K.Z., Kane S.K., Vanderheiden G.C. (2018). “Ability-based Design,” Communications of the Association for Computing Machinery, vol. 61, no. 6, pp. 62–71.
Netography
Chapman M. (2021). Improved EyeWriter Eye-Tracking System Can Help Patients Draw, Create, https://alsnewstoday.com/news-posts/2021/02/15/improved-eyewriter-eye-tracking-system-expanded-capabilities-helps-als-patients-draw-create/ [access: 25.10.2021].
Czub M. (2018). Arteterapia: pakiet edukacyjny, https://www.pbw.bielsko.pl/images/pliki/pakiety_edukacyjne/arteterapia_pakiet1.pdf [access: 25.10.2021].
EyeLearn rozwiązanie dla edukacji (2021), https://assistech.eu/pl/eyelearn/ [access: 25.10.2021].
Malchiodi C. (2009). Art Therapy Meets Digital Art and Social Media, https://www.psychologytoday.com/us/blog/arts-and-health/200911/art-therapy-meets-digital-art-and-social-multimedia [access: 25.10.2021].
Regev D., Cohen-Yatziv L. (2018). “Effectiveness of Art Therapy with Adult Clients in 2018: What Progress Has Been Made?” Frontiers in Psychology, no. 9, p. 1531, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6124538/ [access: 25.10.2021].
The EyeWriter 2.0 (2021), https://www.instructables.com/The-EyeWriter-20/ [access: 25.10.2021].
Tobii Dynavox (2021), https://www.tobiidynavox.com/pages/products [access: 25.10.2021].
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Studia Paedagogica Ignatiana
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
By submitting an article, the author declares that:
they are the author of the article (hereinafter referred to as the Work) and:
- is entitled to exclusive and unlimited copyright to the Work,
- is entitled to dispose of the copyrights to the Work.
The Author grants the Jesuit University Ignatianum in Cracow a free, non-exclusive, territorially unlimited license to use the Work in the following fields of exploitation:
- publishing the Work in paper, digital or magnetic form;
- multiplying the work by any method, without limiting the number of editions or copies;
- distribution of the work and its copies in any form, including marketing, sales, lending, and lease;
- placing the work in a computer memory;
- distribution of the work in information networks, including the Internet;
- public performance, exhibition, display, reproduction, broadcasting and re-broadcasting, as well as making the Work available to the public in such a manner that everyone could have access to it at a time and place chosen by themselves;
- within the scope of dependent rights to the Work, covering, in particular, the right to make necessary changes to the Work, resulting from editorial and methodical preparation, as well as to make translations of the Work into other languages.
The license right shall be transferred the moment of transfer of the Work to the Jesuit University Ignatianum in Cracow. The Jesuit University Ignatianum in Cracow is entitled to grant sub-licenses to the Work in terms of the right granted. The license shall be limited in time for a period of 15 years from the date it is granted.
Stats
Number of views and downloads: 888
Number of citations: 0