Title:	E-MOTION1.0: A VIRTUAL SERIOUS GAME TO ASSESS THEORY OF MIND IN CHILDREN
Author(s):	Esther Lázaro, Imanol Amayra, Juan Francisco López-Paz, Amaia Jometón, Imanol Pèrez, Mireia Oliva
ISBN:	978-972-8939-82-3
Editors:	Piet Kommers and Pedro Isaías
Year:	2013
Edition:	Single
Keywords:	Virtual serious game, theory of mind and children.
Type:	Full Paper
First Page:	241
Last Page:	247
Language:	English
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Full Contents:	click to dowload
Paper Abstract:	Introduction: Virtual reality has emerged as a potentially effective way to provide health care services, and appears poised to enter mainstream psychotherapy delivery. Given the interactive media characteristics and intrinsically motivating appeal, virtual serious games are often praised for their potential in assessment and treatment. Aim: to validate a virtual serious game (eMotion1.0) lead to evaluate emotional facial expression recognition and social skills, components of theory of mind. Emotion 1.0 has two sections: 1) emotional recognition tasks which includes different static and dynamic faces with basic emotions: surprise, anger, fear, happiness, sadness, disgust and neutral; 2) empathy and social skills task contains virtual scenes in which each participant has to answer to different questions related to interpersonal relationships. This study describes the results of the first section, the emotional recognition task. Methods: The total sample was composed by 1.236 children classified by age (8-12 years old), gender (male = 639; female = 597) and educational level (3º - 6º Primary level). Ten schools from Basque Country and twenty trained evaluators participated in this study. Results: There are differences in eMotion1.0 scores between groups of children depending on age (p 0.01) and gender (p 0.05). Moreover, there is a moderate significant correlation (p 0.05) between emotional recognition scores of eMotion1.0 (Amayra et al., 2010) and Feel facial recognition test (Kessler, 2002). Conclusion: These results indicate that eMotion1.0 shows concurrent validity with instruments which assess emotional recognition. Results support the adequacy of eMotion1.0 in assessing components of theory of mind in children.
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