Using Grounded Theory Methods to Inform the Design of an Authoring Tool

This paper presents and reflects on how Grounded Theory Methods (GTM) have enabled the construction of a conceptual framework for social story interventions, with the aim of informing the design of an authoring tool to support practitioners in developing social stories. Social stories are broadly used to enhance social interaction in children with Autistic Spectrum Conditions (ASC). The paper focuses on methodological issues rather than the outcomes. Five lessons have been drawn out with the intention of providing a guide for those who intend to apply GTM in order to inform the design of computer-based educational tools for ASC.

Content

Author and article information

Contributors

Aurora Constantin

Helen Pain

Annalu Waller

Conference

Publication date: September 2014

Publication date (Print): September 2014

Pages: 177-182

Affiliations

[0001]University of Edinburgh

Crichton St 10, Edinburgh, EH8 9AB

[0002]University of Dundee

Balfour St, DD1 4HD

Article

DOI: 10.14236/ewic/HCI2014.27

SO-VID: 7c5e07e6-f0aa-48f8-906d-6846b9edbb50

License:

This work is licensed under a Creative Commons Attribution 4.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Conference name: Proceedings of the 28th International BCS Human Computer Interaction Conference (HCI 2014)

Conference acronym: HCI

Conference number: 28

Conference location: Southport, UK

Conference date: 9 - 12 September 2014

Conference sponsor: Electronic Workshops in Computing (eWiC)

Conference theme: BCS Human Computer Interaction Conference (HCI 2014)

History

Product

1477-9358 BCS Learning & Development

Self URI (article page): https://www.scienceopen.com/hosted-document?doi=10.14236/ewic/HCI2014.27

Self URI (journal page): https://ewic.bcs.org/

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Using Grounded Theory Methods to Inform the Design of an Authoring Tool

Abstract