This article addresses the design and study of novel interaction settings and systems supporting collocated interaction. More specifically, we aim to analyze the implications of two different interaction approaches, namely first-person and third-person interaction paradigms, and the corresponding theoretical approaches when designing and developing collocated experiences for children with Autism Spectrum Disorders (ASDs). This analysis is supported by the outcomes of several examples of full-body interaction collocated experiences aimed at promoting social initiation and collaboration. Moreover, we present a series of goal-driven guidelines to consider when designing with various interaction paradigms. Finally, we discuss future work to better understand the implications of constructing paradigms for the intuitive use of these full-body interaction systems.

本文介绍了新颖的交互设置和支持并置交互的系统的设计和研究。更具体地说，我们旨在分析两种不同的交互方式的含义，即第一人称和第三人称交互范例，以及在设计和开发自闭症谱系障碍（ASD）儿童的并置体验时的相应理论方法。旨在促进社会参与和协作的全身互动并置体验的几个示例的结果支持了该分析。此外，在提出各种交互范例时，我们提出了一系列目标驱动的准则。最后，