Abstract
Engagement plays a key role in improving the cognitive and motor development of children with autism spectrum disorder (ASD). Sensing and recognizing their engagement is crucial before sustaining and improving the engagement. Engaging technologies involving interactive and multi-sensory stimuli have improved engagement and alleviated hyperactive and stereotyped behaviors. However, due to the scarcity of data on engagement recognition for children with ASD, limited access to and small pools of participants, and the prohibitive application requirements such as robots, high cost, and expertise, implementation in real world is challenging. However, serious games have the potential to overcome those drawbacks and are suitable for practical use in the field. This study proposes Engagnition, a dataset for engagement recognition of children with ASD (N = 57) using a serious game, “Defeat the Monster,” based on enhancing recognition and classification skills. The dataset consists of physiological and behavioral responses, annotated by experts. For technical validation, we report the distributions of engagement and intervention, and the signal-to-noise ratio of physiological signals.
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Background & Summary
Children with autism spectrum disorder (ASD) often exhibit delays in motor development and deficits in motor skills, which may compromise their engagement in daily activities1,2. These challenges have the potential to impede the development of cognitive, social interaction, and communication skills, exposing children with ASD to fewer learning opportunities3,4. Therefore, sensing and recognizing the engagement status of children with ASD is an important step that lays the groundwork for further interventions and promotes their improved engagement5,6,7,8,9.
Engaging technologies that involve physical activity10,11,12,13, interactive stimuli14,15,16, extended reality12,17, robot18,19,20,21 and serious games (SG)22,23,24 are beneficial to children with ASD by improving their engagement and reducing stereotyped behaviors. While physical activity has helped improve the engagement of children with ASD, recent technological advancements have allowed it to be applied to the fields of interactive digital treatment or SG incorporating motion tracking, and robotics. Many studies have focused on robot applications, such as robot-enhanced therapy and socially assistive robotics18,19,20,21, whose benefits include increased motivation and engagement, reduced anxiety compared to human interactions, and structured and repetitive support—particularly advantageous for engaging children with ASD18. Implementing robotic systems in the field, however, is challenging; it requires considerable expertise in robotics25 and high implementation costs26,27. These barriers reduce the feasibility of robot use for children with ASD in real-world settings.
Emphasis on artificial intelligence (AI) that is integrated with robots is growing, rather than solely relying on robot platforms. These AI techniques have the potential to solve challenging and complex problems in the field of robotics, particularly in real-world applications28 (e.g., detection of facial expression29 and emotional18 and stereotyped behavior30, and safety monitoring31). Applying an AI approach to SG that can be implemented in classroom settings is promising in terms of cost-effectiveness, lower barriers to implementation without expertise, and fostering problem-solving and learning skills, which can improve engagement and independence in children with ASD22,32,33. In addition, the primary advantages of robots (i.e., multi-sensory audiovisual aids and structured and repetitive support) can also be used in SG, and these can practically play to their strengths since applications with AI are part of their capabilities18. Thus, it is promising to promote SG incorporating AI to advance engagement recognition, “Engagnition” for further interventions.
Acquiring data and recruiting children with ASD, however, can be challenging owing to limited access and small pools of participants6,34. Consequently, few datasets focused on children with ASD exist and only a limited number of datasets are available for public use. While available datasets were published in the following areas: affective computing capable of recognizing emotions or stress (i.e., AKTIVES35, ReCANVo36), social interactions between conversational partners or robots9,34 (i.e., DREAM dataset37), and behavioral and gestural recognition34,37 for children with ASD, datasets relating to engagement relevant to learning opportunities and functional development are scarce as shown in Table 1. Research on the engagement of children with ASD is limited mostly by non-public datasets and focuses on robot applications, which results in high barriers to practical use. Additionally, these studies rely on limited-diversity datasets.
Engagement is not a single attribute, but consists of multi-dimensional attributes in terms of the spectrum of engagement status: mental, behavioral, and emotional6. Thus, incorporating and integrating those that contain multi-dimensional sensors is crucial to ensure the Engagnition dataset. Our dataset includes expert annotations and physiological and behavioral responses: annotations on engagement38,39, gaze fixation21,40, and intervention41 and responses on galvanic skin response (GSR)42,43,44, skin temperature (ST)45,46, performance47, elapsed time48, and accelerometer (ACC)49,50. Additionally, we included subjective questionnaires to evaluate the system usability scale (SUS)51 and workload, called NASA Task Load Index (NASA-TLX)52.
Our study aims to compile the Engagnition dataset53 for children with ASD, during physical activity-based SG, and evaluate the distribution of engagement and intervention, and signal-to-noise ratio (SNR) on physiological signals for technical validations. As shown in Fig. 1, our Engagnition dataset53 contributes to the recognition of engagement for children with ASD during activities or SG with both static and dynamic physical activities using non-intrusive physiological and behavioral sensors with annotations by experts. Automating Engagnition with follow-up interventions may enable structured and repetitive learning from SG, improving the engagement of children with ASD and lessening the burden on special educators and parents54. In pedagogical applications for children with ASD, personalized and tailored intervention may enhance cognitive and motor development, leading to improved learning effects and skills. Lastly, gaining a better understanding of how children with ASD engage with Engagnition datasets53 could potentially lead to advances in engagement recognition and engage other researchers in this critical field of study.
Overview of Engagnition dataset collection for children with ASD; Apparatus in the white squares, Empatica E4 wristband, and camera for expert annotation comprise Engagnition dataset; (A) the scope of dataset establishment covered in this paper (Sensing and Engagnition), (B) application areas where our dataset and results can contribute (Intervention).
Methods
Ethics statement
The study was approved and conducted according to the guidelines and regulations of the Institutional Review Board at Gwangju Institute of Science and Technology (approval number HR-61-04-04). The study to establish a dataset of physiological and behavioral responses, as well as subjective questionnaires for children with ASD, underwent a full review. Participants were informed about the study details, including the objectives, procedures, and the roles of parents and/or caregivers, and provided their consent to participate in the research. They agreed to be recorded during the study and consented to the use of personal data to the extent necessary for the research project.
Participants
Fifty-seven children with ASD (age: M = 9.9; SD = 2.1, gender ratio: male = 40; female = 17) between 4 and 16 years old were recruited from “Dream Tree Children Education Center,” an institution that supports special education within the community and promotes special education on basic motor functions, physical strength, and mental and physical health. They ranged from low- to high-functioning ASD, and some participants were diagnosed with an intellectual disability (ID) (N = 23) and attention-deficit/hyperactivity disorder (ADHD) (N = 3). Details on demographics and individual properties of our study participants are illustrated in Table 2.
Parents of children with ASD volunteered to help in the dataset acquisition in response to the recruitment notice at the center. On the day of participation, children with ASD were accompanied by their parents or caregivers. Then they were separated into different spaces, with assigned roles: the study participant (i.e., a child with ASD) was in the data collection testbed, while the parent or caregiver was in the observation area for subjective assessment on the SG engagement of participant. This included the questionnaires of usability (i.e., SUS)51 and workload (i.e., NASA-TLX)52 assessment, which are completed by proxy users (i.e., their parent or caregiver) familiar with the study participants. Proxy users performed assessments on behalf of children with ASD for more reliable outcomes55,56. For the role in dataset acquisition, a compensation of $75 was provided to the parent or caregiver, including a reward for the child with ASD.
Serious game, “Defeat the Monster.”
To formulate an SG tailored for children with ASD for the Engagnition dataset, we interviewed a set of experts as an initial design step and conducted a series of iterative pilot studies57. The initial design process involved selecting the theme of the SG, designing the tasks to be performed in the game, and determining different levels of difficulty. The feedback and insights derived from expert interviews were then incorporated into a theoretical approach to develop an engaging SG23,58,59. The series of pilot studies was designed to verify the usability and applicability of the SG. The group of experts consulted in this initial step comprised 10 teachers with over 13 years of collective experience in on-site special education with students with ages between from 4 and 16 years to match the age ranges represented in the dataset.
In developing the SG, we considered that suiting the target population and aligning well with their levels of skill were crucial concerns. The target population of our study group was defined as children with ASD aged 4 years and older, which falls within age ranges (≥4 years) for which such games are considered feasible. For example, exergames with more rigorous physical exertions such as dancing60,61 have been investigated, whereas the SG described here only includes walking and classifying activities. Similarly, an SG was also investigated that required more demanding interaction with a virtual character for social communication32 compared to the interaction demands of our SG (i.e., recognizing and classifying activities). Therefore, the SG implemented for the Engagnition dataset was designed for children with ASD aged between 4 and 16 years.
We developed “Defeat the Monster” as an SG designed to emulate the Nintendo Ring Fit. It involves two different levels of physical exertion, designated as low (LPE) and high physical exertion (HPE), which include both static and dynamic activities. Applying exergames (i.e., videogames that involve physical exertion62) in SGs has been a topic of research to support increased engagement and motivation in children with ASD23,58,63,64,65 given their applicability and simplicity in implementation. With evident benefits in reducing repetitive behaviors as well as improving motor skills and behavior on executive function tasks64,65, exergames have been adopted in tandem with learning activity in the classroom66. Their practical applications have expanded to in-class activity and pedagogical methodology (based on a consensus of more than eight experts) using commercial games such as Nintendo’s Ring Fit Adventure62. In this study, the SG was designed to enhance cognitive and motor development by incorporating visual perception, motor planning, and execution of movements through the recognition and classification of toy blocks67,68.
The SG begins with a storyline where players defeat a monster by throwing colored balls at it. To attack the monster presented on the screen, players must recognize the highlighted effect on the monster, then pick up the same color toy block from those randomly placed on a desk in front of the screen (i.e., LPE) and far away from the screen (i.e., HPE), and classify it into a box of matching color on the desk right in front of the screen. Five colors are provided: red, yellow, green, blue, and black, and a highlighted effect is randomly assigned to each trial35,69. Every time a color is presented on the screen, a highlighted effect appears on the weak point of the monster. Each time an attack is made by classifying the toy block, the score is calculated and the anger gauge of the monster increases. The level of difficulty varies based on the acquired score, as illustrated in Fig. 2 and Table 3. When the anger gauge reaches its maximum, the SG finally ends.
Presentation of SG in-game elements (i.e., monster and given tasks) according to the level of difficulty.
The level of difficulty was elevated by increasing the number of task colors presented on the screen that the players were assigned to recognize for classification in three levels70,71 and decreasing reward points70 as shown in Table 3. Increasing levels of difficulty is important in designing SGs because it leads to increasing competence in particular skills for children with ASD by providing challenging yet achievable goals in given tasks58,72. Thus, defining well-mediated levels of difficulty is crucial to prevent children with ASD from becoming frustrated by drastic changes such as situations where levels of difficulty change rapidly or the type of gameplay becomes inconsistent, as one of the experts pointed out. Involving more distractors in a series of distinct stages59,73,74 and increasing the speed of the game75,76 are prevalent techniques to increase levels of difficulty in SGs for children with ASD. As the goal of our SG was to enhance recognition and classification skills67,68, the level of difficulty was designed to increase gradually by presenting more colors at each level from 1 to 3 by adding more visual distractors and aggravating the perceptual demands on the player59,71,77. The difficulty increases in levels based on defined ranges of cumulative scores58. Stronger-looking types of monsters appear at higher levels of difficulty; for example, an egg monster appears on difficulty level 1, a hatched monster appears on level 2, and a boss monster appears on level 3. Reward scores also decrease progressively at higher difficulty levels70. The scoring logic is designed to grant points even if the player fails (i.e., no decrease in points for failed tasks)78 to prevent children from being frustrated and discouraged by failing to hit the monster’s weak point. Levels of difficulty were not counterbalanced due to the hypersensitivity of children with ASD79,80,81.
An iterative series of pilot studies was conducted to ensure the applicability of our SG for children with ASD before data were collected, initially with groups of typical participants and subsequently with experts and children with ASD. The first pilot study was conducted to identify and verify usability issues from the perspective of two typical participants (ages 20 and 23) with backgrounds in the field of human-computer interaction from undergraduate and graduate courses. A follow-up pilot study was conducted at an on-site location where data were collected. This involved three experts with over five years of experience in special education and two children with ASD at the median age of the Engagnition dataset (9 and 10) to discover any on-site difficulties and problematic issues that should be improved and verify that our SG was accessible and feasible for children with ASD.
The first pilot study identified some areas of improvement for the animation displayed when the player throws a toy block. The animation was complemented to provide visual feedback on accuracy by showing a trajectory for the animated toy58,82. This is, if an attack on the monster’s weak point is successful, the toy is shown hitting the monster on the screen with a sound effect indicating success. If an attack fails, the toy is shown passing to the side of the monster with a sound effect indicating a miss. Key findings from a follow-up pilot study indicated that the size of highlighted area showing the monster’s weak point and that of the interface elements showing different target colors in the original version might not be accessible and clear for children with ASD. The highlighted effect presented as the monsters’ weak point was shown in white in the initial version of the game. We changed this to purple as shown in (b) and (c) in Fig. 2 to avoid overlapping with our five task colors (e.g., red, yellow, green, blue, and black), because the white color could be difficult to see and discern for children with difficulty with visual sensory cues83,84. The size of the circle showing the color was therefore increased to improve accessibility and clarity to support the children in focusing on the targeted objectives85. Thus, we confirmed that young children with ASD (4 and 6 years old), including the youngest children, had no difficulties understanding and playing the SG in the main data collection process through iterative modifications in a series of pilot studies.
Apparatus
Engagnition sensors and condition setups
Owing to the hypersensitivity of children with ASD, non-intrusive wearable wristbands and web camera sensors were used as shown in Fig. 3. The Empatica E4 wristband was attached to collect time-series data (i.e., ACC, GSR, and ST)86. These data streams were presented in real-time to experimenters for supervision and control purposes, along with a game running scene on the right, as shown in Fig. 3. Front and rear cameras were set up to record and observe the behavior of the children during SG. These recordings were later used to annotate engagement, gaze fixation, and intervention purposes.
Experimental setup for dataset acquisition under the following conditions: (a) baseline, (b) LPE, and (c) HPE.
Experimental setups for data collection on three conditions, baseline, LPE, and HPE, were designed differently as shown in Fig. 3. The baseline data were collected for a minute, to achieve the state of maximum relaxation and minimize any effects from physical exertion after sensor stabilization. In the baseline, children sat in chairs and watched videos on YouTube based on their preferences or suggestions from parents and therapists87 as shown in Fig. 3(a). In LPE, participants stood in place and performed SG by recognizing the color presented on the screen and classifying toy blocks into the box of the same color, as shown in Fig. 3(b). HPE demands higher physical activity from the basis of LPE (i.e. the same SG). For instance, HPE involves walking back and forth over a 6-meter area with four obstacles positioned at 1.2-meter intervals as shown in Fig. 3(c). These obstacles were additionally included by therapist, who mentioned, “This would make it more familiar, increase the intensity of physical exertion, and make it more helpful in engaging the children by including instruments already in use.”
Engagnition annotation tool
We developed our own annotation tool for engagement and gaze fixation as shown in Fig. 4. This tool allows annotators to annotate using a touch slider, enabling immediate and linear annotations. It responds quickly to behavioral changes and retains the touch input. In addition, an editing function that allows pausing or returning to a previous point was applied for adjustments.
Our own-developed annotation tool for engagement and gaze fixation for children with ASD. Our tool features the following functions: (a) time domain for editing the annotation, (b) overall progress of SG, and (c) touch slider.
Engagement was annotated using a ternary code to serve as the ground truth for how children with ASD engaged in a given SG. To ensure reliable engagement annotation, we grouped the annotators into a team of four, which consisted of three experts with over five years of experience, working as therapists for the participants, as well as a researcher for annotation mediation and supervision. Figure 5 depicts a snapshot of an annotation interface of an expert, illustrating how the engagement of children with ASD was annotated during SG.
Snapshot of annotated engagement of children with ASD during the SG, from left: low-to-high engagement status.
Gaze fixation was annotated using a binary code to determine whether children with ASD fixated their gaze on the relevant areas of the SG. These are the essential areas that require focused gazes for navigating and progressing during SG, which involve a screen that presents SG, colored-toy blocks, and colored boxes. Before annotation, these criteria were predefined to ensure consistency in annotation. Initially, we considered measuring gaze fixation with a bar and glasses-type sensors; however, we substituted with annotation owing to the following reasons: the limited coverage of the entire action area (bar), hypersensitivity, and concerns about introducing new equipment and its potential impact on performance (glasses).
Measures
We established a dataset within four categories (e.g., annotation, physiological and behavioral response, and a subjective questionnaire) as shown in Table 4 and Fig. 6. Categorized data or signals are shown with the sampling rate, ranges from minimum to maximum (if possible), and the unit of each data type. Column names, which can be found in our dataset, are illustrated. These are provided in CSV format in time-series, except spent time and subjective questionnaire, which cannot be described in time-series.
Data stream visualization of the Engagnition dataset53. These data are samples from one of the participants; the gray graph indicates annotation data, the red graph signifies physiological data, and the blue graph denotes behavioral data.
Our annotations consist of three components: engagement, gaze fixation, and intervention. First, engagement, serving as a ground truth for how participants engaged in the SG was annotated with three-fold divisions38,39: 0 — not engaged and out of control, 1 — moderately engaged, 2 — highly engaged. Gaze fixation was annotated based on the gaze of participants that stayed on the SG-relevant area: 0 — gazing at areas unrelated to SG, and 1 — gazing at related areas88,89. Exceptions were made when gazing to confirm or agree with the therapist and experimenter about performing the SG, which was also classified as 1. Lastly, the time stamps of intervention required41 for participants to proceed with SG were annotated with intervention types (e.g., discrete intervention with time stamps, continuous intervention for all time, and no need for intervention).
Our physiological responses included GSR42,43,44 and ST45,46. GSR, often referred to as skin conductance, gauges the electrical resistance of the skin, which changes based on its moisture levels. GSR serves as an indicator of sympathetic arousal, measuring levels of attention and affective states, which are also associated with engagement42,43 of participants during SG. ST provides an understanding of the surface thermal response of the body, which reacts according to changes in blood flow due to vascular resistance or arterial blood pressure45,46. ST is also associated with the arousal and attention state of the study participant. Therefore, ST was used to offer an additional layer of physiological data, complementing GSR.
Behavioral responses included performance47, elapsed time48, and ACC. Performance, as an indicator of accuracy, denotes whether the participant successfully completed the process of recognizing the color presented and classifying the toy block into the same-colored box during each session (i.e., success/failure). This data was automatically generated from log files, and the elapsed time for each session was also recorded. ACC based on the 3-axis (x, y, z) was collected to quantify active movement, which is related to higher ACC. To capture and generalize the intensity of these movements, signal vector magnitude features were extracted from the ACC data by calculating the square root of the sum of the squared components of the vectors90,91.
Lastly, the subjective questionnaire consisted of SUS51 to gauge the usability and NASA-TLX52 for workload assessment. A higher score on the SUS indicates better usability, while a higher score on the NASA-TLX indicates a higher workload.
Procedures
Our Engagnition dataset53 was established with three sequences: main data collection, post-questionnaire, and annotation. Before the main data collection, the study participants were informed about the storyline of SG, and were given a tutorial on how to navigate and complete the SG. They had practice sessions to familiarize themselves with SG and the setup for E4 sensors to their wrist, to stabilize sensor signals before the main data collection. Finally, the dataset for physiological and behavioral responses was compiled with a randomly assigned order on conditions of baseline, LPE, and HPE.
After the questionnaire, datasets for the subjective questionnaire (SUS and NASA-TLX) were compiled by caregivers and parents on behalf of the participants at the end of data collection. During the main experiment, caregivers or parents observed the SG participation of the participant through a window and a tablet PC that provided real-time mirroring. Based on those observations, they were asked to evaluate subjective questionnaires with either format of the documents (printed material) or web survey platform (SurveyMonkey).
Finally, the dataset for annotations was obtained through post-video analysis after the experiment. To ensure reliable annotations, we involved experts who have over five years of experience in the field and work as therapists for our study participants. They were familiar with the study participants and were able to better understand their intrinsic characteristics and overall performance. The therapist in charge, who participated in the data collection, primarily manipulated the touch slider, and other annotators observed together to compile, discuss, and finally modify the engagement and gaze dataset. Where any team member objected, the annotations in the data stream that caused objection were re-examined until a consensus was reached among all team members. In the case of the interventions, time stamps of intervention were generated from the actual number of interventions provided during SG and potential additional interventions required by experts.
Data Records
The Engagnition dataset53 can be accessed on figshare. We established the multi-dimensional Engagnition dataset53 spanning 270.6 minutes from 57 participants, each exhibiting varying symptoms of ASD. Data were gathered under baseline, LPE, and HPE conditions. The baseline condition consisted of 64.88 minutes, averaging 3.41 minutes per participant with a standard deviation of 0.53 minutes. The LPE data spanned 69.60 minutes, with an average contribution of 3.66 minutes per participant and a standard deviation of 1.80 minutes, whereas the cumulative duration of HPE data was 136.08 minutes, with participants contributing an average of 7.16 minutes, with a standard deviation of 2.62 minutes.
All the data are stored in both CSV and XLSX formats, with the data of each participant organized within individual folders. The organization of the dataset is illustrated in Fig. 7, which provides a visual representation of the structure of the dataset. The dataset is presented with hierarchical structure, starting with the top-tier directory labeled “Engagnition Dataset.” Within this primary folder, there are three general files: a subjective questionnaire file, an interventionData file, and a file noting the elapsed time in each session. Specific folders can be used under different conditions. Within these condition-specific folders, sub-folders designated by participants identification numbers contain individual datasets, such as E4AccData, E4GsrData, E4TmpData, GazeData, PerformanceData, and EngagementData. Notably, the Baseline does not have SG participation, thus it does not involve the annotation of engagement, gaze fixation, and intervention, the behavioral responses of performance and elapsed time, and the subjective questionnaires, SUS and NASA-TLX, due to the incomparable nature between SG and the interaction of the baseline established for the maximum relaxation condition. Our dataset is accessible in the dataset repository. A concise overview of the data types available is presented in Table 4. For more detailed specifications and descriptions of the data, please refer to the accompanying README.txt file.
Visual representations on the structure and folder for Engagnition dataset53.
CSV file details
The CSV file comprises Unix timestamps for the dataset and corresponding data streams. The subsequent subsections delve into the specifics of each data stream.
E4AccData.csv
This dataset encompasses accelerometer values for the non-dominant hand, expressed in m/s2, across six rows. The first row denotes the SG timestamps, the second row is designated for the Unix timestamps, the third row is designated for the X values of the accelerometer, the fourth row corresponds to the Y values, the fifth row is allocated to the Z values, and the sixth row contains the signal vector magnitude values.
E4GsrData.csv
This dataset encompasses GSR values for the non-dominant hand, expressed in micro Siemens (μ S) units, across three rows. The first row denotes the SG timestamps, the second row contains the Unix timestamps and the third row contains the GSR values.
E4TmpData.csv
This dataset encompasses ST values for the non-dominant hand, expressed in degrees Celsius (), across three rows. The first row denotes the SG timestamps, the second row represents the Unix timestamps and the third row contains the ST values.
GazeData.csv
This dataset encompasses gaze fixation annotation values, expressed in 0 or 1 integers, across two rows. 0 denotes the absence of visual attention directed towards the SG-related area, whereas 1 signifies the presence of visual attention directed towards the SG-related area. The first row contains the SG timestamps, and the second row contains the gaze fixation annotation values.
PerformanceData.csv
This dataset encompasses performance annotation values, expressed in 0 or 1 integers, across two rows. 0 represents execution failure, while 1 signifies execution success in SG. The first row contains the SG timestamps, and the second row contains the performance values.
EngagementData.csv
The dataset contains engagement annotation values, which are represented by integers 0, 1, or 2, laid out across two rows. The first row contains the SG timestamps, and the second row contains the engagement values. The notation is such that 0 represents no engagement, 1 indicates moderate engagement, and 2 signifies high engagement.
XLSX file details
The provided XLSX file incorporates three main categories: ‘Subjective questionnaire’, which captures usability and workload by the proxy user; ‘InterventionData,’ marking the time stamps when the intervention is required; and ‘Session Elapsed Time,’ offering time duration spent in each session. The following subsections will delve into the specifics of each data category.
Subjective Questionnaire.xlsx
The ‘Subjective questionnaire’ section captures responses from both the SUS and NASA-TLX, with distinct datasets organized into separate tabs for clarity. For the NASA-TLX, columns represent the experimental ‘Condition,’ ‘Participant’s identification number,’ scores for individual items, and both ‘Unweighted’ and ‘Weighted’ aggregate scores. Similarly, the SUS dataset outlines the ‘Condition,’ ‘Participant’s identification number,’ individual query scores, and the final ‘Total Score.’
InterventionData.xlsx
The ‘InterventionData’ dataset has four primary rows: ‘Participant’s identification number,’ ‘Condition,’ ‘Intervention Type,’ and ‘Timestamp of Intervention.’ Within the ‘Intervention Type,’ are three categories: ‘Discrete,’ ‘No Need for Intervention,’ and ‘Continuous Intervention for All Time.’ The ‘Discrete’ category captures interventions that occur at specific moments, ‘No need for Intervention’ indicates that intervention is not required during the entire SG, and lastly ‘Continuous Intervention for All Time’ denotes that interventions were consistently required during the entire SG.
Session Elapsed Time.xlsx
The ‘Session Elapsed Time’ represents the time spent in each session of the SG, measured in seconds. The data files include ‘Condition,’ ‘Participant’s identification number,’ and ‘Elapsed Time per Session.’
Technical Validation
To validate our Engagnition dataset53, we implemented technical validations on the distributions of annotated engagement and intervention, and the SNR of physiological signals. First, we delineated the distribution of engagement annotation values for all study participants across two distinct physical exertion conditions (i.e., LPE and HPE), as outlined in Table 5. The distribution of annotated engagement values varies between study participants. While some participants consistently exhibited an engagement annotation coded 2, others showed a more diverse distribution across codes 0, 1, and 2. Overall, code 2 engagement was the most prevalent, followed by codes 1 and 0, in that order.
In addition, we categorized the number of interventions for each participant in a tabulated format (see Table 6). Out of the 38 participants in the LPE and HPE conditions, 6 required continuous interventions throughout the sessions. Excluding these 6 participants, the frequency of interventions between participants varied widely, ranging from a minimum of 0 to a maximum of 66 interventions. In-depth temporal analysis of each intervention are in the ‘InterventionData.xlsx’ file.
Lastly, we assessed the quality of physiological signals (GSR and ST) from the Empatica E4 device using the SNR. To determine the SNR, we employed the autocorrelation function and used a second-order polynomial for a precise fit. Each set of physiological data was individually analyzed for its SNR using the decibel (dB) unit. For this estimation, we relied on the original, unaltered signals. Comprehensive statistics on SNR values are presented in Table 7. For GSR, the average SNR was 26.67 dB, with a variation of 3.48 dB. The median SNR for GSR was 27.03 dB, ranging from a low of 14.96 dB to a high of 34.29 dB. ST had an average SNR of 30.17 dB, with a variation of 3.20 dB. Its median SNR was 29.91 dB, and all values were between 13.28 dB and 36.02 dB. Additional subgroup details are available in Table 4. In line with our SNR analysis, the Empatica E4 data affirmed the high quality of the signals.
Usage Notes
To optimize the processing of the Engagnition dataset53, we recommend the use of several Python libraries known for their effectiveness in preprocessing and feature extraction of physiological data. The Numpy library (https://numpy.org) plays a fundamental role in feature derivation from ACC, GSR, and ST signals. The SciPy library (https://scipy.org), equipped with a range of signal processing algorithms, including signal filtration, is essential for refining GSR signals. Additionally, the Pandas library (https://pandas.pydata.org) excels in resampling psychological signals at specific intervals. The Ledalab library focuses on GSR signals, providing both continuous and discrete decomposition analyses. These processing methodologies encompass engagement prediction, intervention time prediction, feature distillation, and the application of machine- and deep-learning algorithms.
The Engagnition dataset53 is exclusively reserved for academic research purposes, in adherence to the stipulations set forth by the data contributors. Individuals or entities desiring to use the dataset must first accede to the End User License Agreement (EULA) located within the repository of the dataset. Upon executing this agreement, the signed document is forwarded to the Engagnition Research Group via kimwon30@gm.gist.ac.kr, ensuring that correspondence is conducted through an official academic email address.
Code availability
The Engagnition software is available to the public through its official repository (https://github.com/dailyminiii/Engagnition). This repository mainly includes the code for analyzing data distribution and technical validation.
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Acknowledgements
This work was supported in part by the National Research Foundation of Korea(NRF) grant funded by the Korea government(MSIT) (No. 2021R1A4A1030075) and the GIST-MIT Research Collaboration grant funded by the GIST in 2024. We would like to express sincere appreciations to Director Choongman Lee of Dream Tree Children Education Center, as well as Teacher Sion Song and Geunseo Kim, for their cooperation and assistance in establishing the Engagnition dataset.
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W.K.: Conceptualization; Methodology; Data collection; Data Analysis; Investigation; Writing - Original Draft & Review & Editing; Visualization; Project administration. M.W.S.: Conceptualization; Data collection; Data Analysis; Technical Validation; Writing - Original Draft & Review & Editing; Visualization; Editing. K.J.K.: Writing - Review & Editing; Supervision; Funding acquisition. S.J.K.: Conceptualization; Methodology; Writing - Review & Editing; Supervision; Funding acquisition.
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The authors declare no competing interests. The serious game “Defeat the Monster” and annotation tool were developed for the purpose of establishing the Engagnition dataset for this study.
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Kim, W., Seong, M., Kim, KJ. et al. Engagnition: A multi-dimensional dataset for engagement recognition of children with autism spectrum disorder. Sci Data 11, 299 (2024). https://doi.org/10.1038/s41597-024-03132-3
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DOI: https://doi.org/10.1038/s41597-024-03132-3
