Evaluation of the Use of Mobile Video Modeling for Job Interviews

Friday, May 16, 2014
Meeting Room A601 & A602 (Marriott Marquis Atlanta)
K. Nguyen1, V. E. Custodio1, R. Weiner1, R. Ulgado2, A. Waterhouse3, L. O'Neal4 and G. R. Hayes1, (1)Department of Informatics, University of California, Irvine, Irvine, CA, (2)Department of Human-Centered Design and Engineering, University of Washington, Seattle, WA, (3)Amazon, Seattle, WA, (4)Irvine Unified School District, Irvine, CA
Background:  The acquisition of new skills through observational learning and modeling can account for natural acquisitions in behavior . For individuals with autism spectrum disorder (ASD), research has shown that  video modeling, can assist in learning and retaining positive behaviors. Video modeling involves watching recorded videos of others (peer modeling) or oneself (self modeling) modeling positive behavior or successfully completing a task. However, video modeling has mostly been limited to stationary applications that involve caregivers presenting workshops and displaying the videos through television sets.

The ubiquitous nature of mobile technologies provides an opportunity to make video modeling more connected to the activities people are trying to accomplish. Thus,  we designed and developed a mobile iOS application, VidCoach, which allows individuals to watch peer model videos as well as record their own videos for self-evaluation and improvement. Initial videos focused on job interview skills for high-functioning students in transition programs. This technology demonstration and poster will include demonstration of the working VidCoach application and results from an empirical study of its use with 14 students in a transition program.

Objectives:  Design and implement a mobile application that incorporates both peer and self video modeling for individuals with ASD to retain valuable social and life skills,  such as successfully interviewing for jobs. Conduct a pilot study to understand usability and usefulness of application as well as efficacy in improving job interview skills for students transitioning to the workplace.

Methods:  We used an iterative process for designing and developing VidCoach involving observations of transition classes and semi-structured interviews with professionals and caregivers of individuals with ASD.  Our study involved 7 students in the intervention group with access to VidCoach and 7 students in the control group without access.  We conducted qualitative one-on-one research interviews  and organized 2 mock job interviews with local employers before and after the one month long intervention with all the students. We  also extracted  app usage data  from the intervention group after the study.

Results:  Students from the intervention group indicated that the app was easy to use with minimal training. They revealed greater comfort with interviewing after practicing using the application. Many used the application as a tool to practice with another person to receive direct guidance and or to share their videos for critical feedback. Quantitative data from mock interviews and app usage is currently N/A and in the process of being  coded.

Conclusions:  We have designed and developed a video modeling application that is now available for public download in the app store. The application is most useful  for individuals with ASD when used and shared with another person; future development will include sharing features to promote self accomplishment and feedback. We will make further quantitative conclusions to measure improvement in job interview skills after finalizing coding data.