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Peer-Review Record

Requesting Help Module Interface Design on Key Partial Video with Action and Augmented Reality for Children with Autism Spectrum Disorder

Appl. Sci. 2022, 12(17), 8527; https://doi.org/10.3390/app12178527

by Chuan-Po Wang^1,*, Cheng-Hui Tsai^2,* and Yann-Long Lee³

Reviewer 1:

Othman Bin Mohd

Reviewer 2:

Maria Korozi

Appl. Sci. 2022, 12(17), 8527; https://doi.org/10.3390/app12178527

Submission received: 22 July 2022 / Revised: 21 August 2022 / Accepted: 22 August 2022 / Published: 26 August 2022

(This article belongs to the Special Issue Human-Computer Interactions 2.0)

Round 1

Reviewer 1 Report

The improvement was done by author based on comment given.
In term of formatting, author is advise to improve it and make sure use the same font size.

Author Response

Thanks to the reviewer for the suggestion, we have adjusted the correction. This style will be adjusted, as requested. We appreciate the reviewer pointing out this unclear part again.

Author Response File: Author Response.pdf

Reviewer 2 Report

This is an interesting work describing a system aiming to assist children with ASD request help when needed, and to improve their communication skills.

The last paragraph of the introductory section provides a description of background theory mixed with a few sentences describing the developed module. E.g. "we use AR technology to grab their attention", "to reduce their visual stress and load, we selected suitable content..."; however, the authors should consider providing a summary of their work early in the introductory section.

Additionally, the authors state "some studies have pointed out the obstacles or difficulties faced by AAC board users", which makes the reader wonder whether their work aims to face these obstacles.

Furthermore, the authors should consider providing two separate sections for Related Work and Methodology. A proper description of related systems would led them to reveal the keypoints that make their work stand out, while the methodology section should be more detailed (e.g. who conducted the interviews? did the parents signed a consent form? who was keeping notes and coordinating the entire process?)

Finally, there are some passages following a different format (font size and family) than the remaining text.

Author Response

We appreciate the reviewer pointing out this unclear part, our point-by-point responses to reviewer comments.

This is an interesting work describing a system aiming to assist children with ASD request help when needed, and to improve their communication skills.

Answer:

Thanks to the reviewers for their affirmation, we will continue to work hard to use innovative methods, hoping to effectively help children with autism improve their ability to communicate and interact

Answer:

We conducted preliminary interviews with more than ten children with autism, parents, and teachers, and the Ethics Committee of the China Medical University, Taiwan Ministry of Public Health provided ethical approval for this study. All participants signed a consent form when explaining designed a questionnaire that asked the parents and teachers about core vocabulary and graphics that were needed for the children to ask for help, recorded 100 sentences (Appendix A), and then made more than ten communication boards (Table1) for the study. We met regularly with the special education of teachers, and twelve caregivers to discuss vocabulary graphics, compiled more than a thousand commonly used everyday vocabulary words, and created a graphics-based communication. The summary of their work early in the introductory section

The first stage of this study is:

to explore the use of SGDs by non-verbal children with ASD;
to compare the effectiveness of augmentative and alternative communication (AAC) with augmented reality (AR) in operating identification;
to evaluate whether the intervention of AAC with AR can increase the users’ accuracy in question responses;
to assess the difference in independent completion rate of the interfaces with prompt;
to discuss whether the interfaces with prompt could improve users’ communication ability.

Appendix

(A). Items for intervention tasks

Title Design/Session	The correct rate \ Time
	1	2	1	2	1	2	1	2
	Min		Han		Chun		Feng
Operational Communication
How do you express yourself
1. if you want to go to the convenience store?
2. if you want to go to the toilet?
3. if you want to go to the school cafeteria?
4. if you want to go to your teacher’s office?
5. if you want to call your family?
6. if you want to go to the playground?
7. if you want to go to the bus station?
8. if you want to go to the classroom?
9. if you want to go to the health center?
10. if you want to go to the library?
Requesting help
11. Please help me go to the nearest convenience store.
12. Please help me go to the nearest toilet.
13. Please take me to the vegetarian restaurant.
14. Please help me go to my teacher’s office.
15. Please help me make a telephone call to my family.
16. Please help me ask my family to be there.
17. Please help me hand in homework to my teacher.
18. Please take me to my school playground.
19. Please take me to the nearest library.
20. Please take me to the nearest health center.
Accuracy & Action

Additionally, the authors state "some studies have pointed out the obstacles or difficulties faced by AAC board users", which makes the reader wonder whether their work aims to face these obstacles.

Answer:

Whether it is the obstacle of Children with autism spectrum disorder (ASD) itself, or the auxiliary communication user, the obstacle of the AAC operation interface is the problem to be considered and tried in this research, and it is especially pointed out that the current design of the AAC interface will affect the operation of the ASD, and also proved through experimental verification that there are indeed many difficulties in the operation of ASD

Table Design of communication interface benefits

AAC System UI author	Function and manipulation interface	Effective result
AAC Menu- Gregory, Soderman, Ward, Beukelman, & Hux.(2006)	AAC menu. The following concepts are used (1) Dropdown menu. (2) The words are arranged in proper order. (3) Choose the word. However, most people with moderate or severe ASD, do not have enough cognitive ability to recognize abbreviations, even go find the words they need.*	This study investigated the accuracy with which 30 young adults without disabilities learned abbreviation expansion codes associated with specific vocabulary items that were stored in an AAC device with two access methods: mouse and keyboard. AAC Menu abbreviation expansion codes were associated with specific vocabulary items. It revealed that participants demonstrated significantly higher mastery of abbreviation-expansion codes.
Boardmaker with Speck Dynamically- Meadan, Stoner, & Parette (2008).	The following concepts are used. (1) Builds on the grid of board. (2) Search for your graphs and vocabulary. (3) Fill in the grid. (4) It must use the speaking dynamically to speech. However, most people with moderate ASD are unable to construct their own forms, or even fill in the requested images and vocabulary, and are unable to construct sentences.	A quasi-experimental design was used to investigate the effect of Picture Communication Symbols (PCS) on sight-word recognition by young children identified as "at risk" for academic and social-behavior difficulties. Ten Dutch pre-primer and 10 primer words were presented to 23 students in the intervention group and 8 students in the control group during interactive games. Assessments occurred at four points and results indicated that children in the control group learned sight words faster under similar conditions. These findings are consistent with the literature and offer further insight into the learning of sight words by this population. Interactive games proved effective with children; they learned quickly over a relatively short time exposure. In the last assessment (word and picture), the intervention group performed better than did the control group, which indicated that pictures helped young children identify and learn new words in a relatively short time.
Proloquo2Go: Flores, Musgrove, Renner, Hinton, Strozier, Franklin, & Hil (2012).	Proloquo2Go was designed from the ground up for use on the iPhone, iPod touch, and iPad. provides an easy-to-use, portable, and affordable communication solution for people with speaking difficulties. The following concepts are used Proloquo2Go, (1) Select the grip size. (2) Search your word and photo. (3) Use the drop in the grip. (4) Execute the board sentence. However, most people with moderate ASD are unable to construct their own forms, or even fill in the requested images and vocabulary, and are unable to construct sentences.	After the study, all staff members indicated that the following statements were true or somewhat true: (a) students appeared to like using the device, (b) using the iPad with Proloquo2Go resulted in faster communication, and (c) the iPad was easier for students to manipulate. However, this study did not show that one AAC system was clearly better than the other. And how to choose a graphic patchwork to become a sentence does not explain the process.
Picture Master Language Software: Yu, Lei, Tsai, Wu (2016).	The following concepts are used: Picture Master Language Software (1) Build up the grip size. (2) Choose the word and photo. (3) Use the seal to fill in the grip. (4) Execute the board. However, if there are too many hierarchical grids, most people with moderate ASD are unable to construct their own forms, or even fill in the requested images and vocabulary, and are unable to construct sentences.	Users first edit the layout on the computer. After the design is completed, it can be directly executed in full on the computer. PMLS, which shows the design of individualized communication needs, can be combined with the research method of touch-based computers. It improves the overall communication ability of the participants, the use of communication equipment and technology, and the independence of functional communication. Regression shows poor performance. Although speaking performance improved after the PMLS intervention, it cannot be achieved alone. After the tracking session and maintenance, most of the children performed poorly.
iCAN- Chien, Jheng, Lin, Tang, Taele, Tseng, & Chen (2014)	How to use iCAN (1) Select the grip size. (2) Choose the word and photo. (3) Use the drop-down to fill in the grip. (4) Execute the board. However, the problem is dragging to the lower sentence column. However, the moderate autism cannot confirm how the sentence is pulled to which one is correct.	iCAN designed and implemented the system as a teaching-assistive tablet application, with the aim of eliminating the burdensome and complex process of creating and handling collections of paper-based picture cards, and for better progress with their cognition, language, and communication learning. Compared to the traditional approach in creating and retrieving paper-based picture cards, users were able to achieve the analogous task in a quarter and a third of the time, respectively.

UI: user interface.

Answer:

Thanks to the reviewers for the problems found, we have disassembled Related Work and Methodology according to the reviewers, and explained the contents in more detail, but to protect the subjects, we only call them by a single name.

We interviewed the parents and teachers of more than ten children with ASD, the Ethics Committee of the China Medical University, Taiwan Ministry of Public Health provided ethical approval for this study. All participants signed a consent form when explaining designed a questionnaire that asked the parents and teachers about core vocabulary and graphics were needed for the children to ask for help, recorded 100 sentences (Appendix), and then made more than ten communication boards (Figure ) for the study. We met regularly with the special education of teachers, and twelve caregivers to discuss vocabulary graphics, compiled more than a thousand commonly used everyday vocabulary words, and created a graphics-based communication system.

Finally, there are some passages following a different format (font size and family) than the remaining text.

Answer:

Thanks to the reviewers for the problems found, we have adjusted and corrected with reference to the journal format

We appreciate the reviewer pointing out this unclear part again. The authors made the requested changes, as the reviewer suggested. Thank you for your feedback.

Author Response File: Author Response.pdf

Round 2

Reviewer 2 Report

The authors have partially addressed my comments.

Q1. The suggestion was to include a description (summary) of their work in the introductory section

Q4 & Q5. The newer version of the manuscript does not contain any changes. Maybe the authors accidentally uploaded a previous version.

Author Response

Q1. The suggestion was to include a description (summary) of their work in the introductory section

Answer:

People with moderate ASD, despite their communication problems, usually communicate using existing AAC communication graphics systems such as

1.Boardmaker, It is the software selected and used through Picture Communication Symbols (PCS). The following concepts are used. (1) Builds on the grid of board. (2) Search for your graphs and vocabulary. (3) Fill in the grid. (4) It must use the speaking dynamically to speech.

2.Proloquo2Go was designed from the ground up for use on the iPhone, iPod touch, and iPad. provides an easy-to-use, portable, and affordable communication solution for people with speaking difficulties. The following concepts are used Proloquo2Go, (1) Select the grip size. (2) Search your word and photo. (3) Use the drop in the grip. (4) Execute the board sentence.,

3.Picture Master language software It improves the overall communication ability of the participants, the use of communication equipment and technology, and the independence of functional communication. (1) Build up the grip size. (2) Choose the word and photo. (3) Use the seal to fill in the grip. (4) Execute the board., and

4.iCAN design communication pages- iCAN designed and implemented the system as a teaching-assistive tablet application, with the aim of eliminating the burdensome and complex process of creating and handling collections of paper-based picture cards, and for better progress with their cognition, language, and communication learning. Compared to the traditional approach in creating and retrieving paper-based picture cards, users were able to achieve the analogous task in a quarter and a third of the time, respectively. [24]

Q4 & Q5. The newer version of the manuscript does not contain any changes. Maybe the authors accidentally uploaded a previous version.

Answer:

R1 Q4

Answer:

Who conducted the interview? Researchers and authors(figure 6), and research assistants Ms. Zheng and Ms. Yao(figure 7).

Did the parents sign the consent form? All signed, screenshots attached(figure 1-5)

Who is taking notes and coordinating the process? Research Assistant Miss Zheng, Miss Yao(figure 7)

The Ethics Committee of the China Medical University, Taiwan Ministry of Public Health provided ethical approval for this study. All participants signed a consent form. Due to the following requirements for ethical review, individual cases are vulnerable objects, and all researchers must follow the confidentiality agreement. Therefore, some screenshots are attached. However, please help keep the information confidential, and protect vulnerable subjects based on research ethics requirements. Please forgive me for the details that cannot be provided in the article.

Consent Form: the parents and children with ASD

Figure 1-5 Consent Form

Confidentiality

This project treats any records that can identify you and your personal privacy information as confidential by law, and will not be disclosed or disclosed to persons not related to this research. Investigators of this project, members of the Research Ethics Committee, and commissioners have a statutory right to review your research records and to determine whether the research conducted by the researcher is appropriate and has been Fully protect your rights as a research participant, but under normal circumstances, only the researchers of this project can review the information that can identify you. If it is not necessary, the researchers will not report the information to other units, and All of the above persons undertake to never violate the confidentiality of your identity. Video recordings and photographs will be taken during the research process. These video data may be used in research papers, final reports or in seminars, but will be further processed so that your appearance cannot be identified.

Figure 6 Interview with researchers, parents and teachers

Researchers, parents and teachers discuss how to assist in ASD situations.

Figure 7 Researchers and research assistants conduct ASD communication and interactive intervention studies

The two members on the left are our research team members, Yao and Miss Zheng, who have received research ethics training and passed the review of the Ethics Committee of the China Medical University. The two children are ASD, and the right is the researcher, Chuanpo Wang.

Operational definitions

The participants were asked to (a) select the S, V, objects, and N picture symbols that depicted the sentence they wanted (e.g., ‘‘Please help me go to the nearest toilet’’) (Figure 8); (b) select the image that they needed to use any four images at least one idioms arbitrarily, so that the AOM interface could automatically organize those four components into a complete sentence sequentially; (c) play the selected sentence to send the digital voice message. (d) Use the AR function of the mobile phone to scan the image file to activate the AR effect of Key Partial Video with Action (KPV) to assist the ASD in the process of understanding how to request help (Figure 9).

(A). Examples of the intervention interface

Auto Organizational Menu intervention interface- Requesting help

Figure 8 Using Auto Organizational Menu to request help by Touch PC

(B). Examples of the intervention interface

Figure 9 Using AR effect of Key Partial Video with Action (KPV) to request help by Touch PC

Finally, there are some passages following a different format (font size and family) than the remaining text.

Answer:

Thanks to the reviewers for the problems found, we have adjusted and corrected with reference to the journal format.Especially the last names and initials of the authors of the references.

We appreciate the reviewer pointing out this unclear part again. The authors made the requested changes, as the reviewer suggested. Thank you for your feedback.

Author Response File: Author Response.docx

This manuscript is a resubmission of an earlier submission. The following is a list of the peer review reports and author responses from that submission.

Round 1

Reviewer 1 Report

Overall the article can be accepted for the special issues in Human computer interactions. But author need to improve this article before it can be publish. The suggest improvement are:

1. Introduction

1. A Few studies have explored the effectiveness of the interface designs [such as hierarchical menus, pull-down menus, message formulation and retrieval mechanisms, and content presentation methods) - change Few to few and please be sure which bracket symbol symbols author want to use either [ or ).

2. Billinghurst, Kato & Poupyrev [8], Escobedo, Lizbeth, et al. [25]. Normally when writing article to journal author will write [8] or [25]. Example "Billinghurst, Kato & Poupyrev [8] designed ..." just write "[8] designed ..."

2. Materials and Methods

1. Sub numbering need to be used. Example:

2.1 The design process of the communication menu

2.2 Using AOM with AR to promote the Requesting Help effect

2. The communication menu was developed in three stages: if we read the article found there are 4 stages. Please confirm and make sure the correction is done before publish.

3. "Because most people with ASD ..." basic in writing, not to start with Because and need to change.

4. (see Figure 1). suggest to change to as shown in Figure 1 and also need to change for Figure 2.

Please revisit back the 2. Materials and Methods and please improved it, because it can be confused or difficulties to other researches to understand this article.

3. Result

Change results to graph and explain. Easy to see and understand.

Normally in article writing the Result and Discussion is combine in one subtopic. Example 3.0 Result and Discussion. It is because there is an interrelation between this 2 items.

Author Response

RESPONSES TO REVIEWERS

We were again pleased to receive the editorial decision of our manuscript submission. I have attached an electronic copy of a revised manuscript entitled “Requesting Help Module Interface Design on Speech-Generating Device and Augmented Reality for Children with Autism Spectrum Disorder” for possible publication in the Applied Sciences. The additional reviews of the submission were certainly helpful, and were appreciated. In my letter of response, I detail how we addressed additional comments. I copied reviewers’ comments and displayed them below; my responses appear below the reviewer comments. Where appropriate, I have noted where I addressed concerns in earlier comments. Thanks to the reviewers for their suggestions, the reviewers have been invited to proofread the language and revise the full text. I look forward to hearing about the suitability of the manuscript for publication.

Reviewer 1

Comments and Suggestions for Authors

Q: Overall the article can be accepted for the special issues in Human computer interactions. But author need to improve this article before it can be publish. The suggest improvement are:

Introduction
A Few studies have explored the effectiveness of the interface designs [such as hierarchical menus, pull-down menus, message formulation and retrieval mechanisms, and content presentation methods) - change Few to few and please be sure which bracket symbol symbols author want to use either [ or ).

ANSWER:

Thanks to the reviewer for the suggestion, we have adjusted the correction

Billinghurst, Kato & Poupyrev [8], Escobedo, Lizbeth, et al. [25]. Normally when writing article to journal author will write [8] or [25]. Example "Billinghurst, Kato & Poupyrev [8] designed ..." just write "[8] designed ..."

ANSWER:

This style will be adjusted, as requested.

Materials and Methods
Sub numbering need to be used. Example: Corrected

2.1 The design process of the communication menu

2.2 Using AOM with AR to promote the Requesting Help effect

The communication menu was developed in three stages: if we read the article found there are 4 stages. Please confirm and make sure the correction is done before publish. Corrected

ANSWER:

This change has been made.

"Because most people with ASD ..." basic in writing, not to start with Because and need to change.

ANSWER:

This change has been made.

(see Figure 1). suggest to change to as shown in Figure 1 and also need to change for Figure 2. Corrected

Please revisit back the 2. Materials and Methods and please improved it, because it can be confused or difficulties to other researches to understand this article. Corrected

ANSWER:

This change has been made.

Result

Change results to graph and explain. Easy to see and understand.

ANSWER:

We have added a table 2 for data collation, and also provided complete data in the reference file, and supplemented the effectiveness discussion with the relevant content of the results (pp.8).

Normally in article writing the Result and Discussion is combine in one subtopic. Example 3.0 Result and Discussion. It is because there is an interrelation between this 2 items.

ANSWER:

Thanks to the reviewer for the suggestion, we have adjusted the correction

Author Response File: Author Response.doc

Reviewer 2 Report

1. The paper's narrative should follow the notation in describing the children with ASD. The paper keeps addressing them as "Autism Spectrum Disorder children." It should be as stated in the title

2. The paper should avoid the "etc." throughout the article. Either describe the entire list, which is recommended, or stick to the list that highlights the point

3. The paper sometimes has a single sentence paragraph (lines: 41-42). The authors need to consider that each paragraph needs to be expanded to a complete discussion to develop a whole paragraph

4. The paper did not fully use the template to denote sub-sections in Section 2.

5. Line 167: Not sure if this is a sub-section, an incomplete sentence, or part of the lack of fully formatting the paper.

6. Line 241: Authors reference Appendix B, but there is no Appendix B in the paper

7. The paper requires a thorough grammatical revision for the narrative.

8. The paper's results are not statistically relevant when only testing with three children. The number of children matters to understand better the efficiency of the design and efficacy of the progress of the human subjects. Due to the target audience of the design, it should be considered how the methodology is designed and how many children with ASD are to be considered for the study.

9. The authors should consider expanding the team with communication experts that work with people with ASD to identify critical contributions of the design to address the targetted audience and human subjects better. Also, this might increase the number of human subjects that provide statistically relevant results with more human subjects.

10. I think the paper is an excellent initial pilot test narrative but requires more consideration in this type of research to be published for a journal article.

Author Response

RESPONSES TO REVIEWERS

Reviewer 2

Comments and Suggestions for Authors

The paper's narrative should follow the notation in describing the children with ASD. The paper keeps addressing them as "Autism Spectrum Disorder children." It should be as stated in the title

ANSWER:

Thanks to the reviewer for the suggestion, we have adjusted the correction

The paper should avoid the "etc." throughout the article. Either describe the entire list, which is recommended, or stick to the list that highlights the point

The paper sometimes has a single sentence paragraph (lines: 41-42). The authors need to consider that each paragraph needs to be expanded to a complete discussion to develop a whole paragraph

ANSWER:

The paragraph has been removed with adjustments

The paper did not fully use the template to denote sub-sections in Section 2. Corrected

Line 167: Not sure if this is a sub-section, an incomplete sentence, or part of the lack of fully formatting the paper. Corrected

Line 241: Authors reference Appendix B, but there is no Appendix B in the paper Corrected

The paper requires a thorough grammatical revision for the narrative.

ANSWER:

Articles have been professionally edited by native speakers in recently.

The paper's results are not statistically relevant when only testing with three children. The number of children matters to understand better the efficiency of the design and efficacy of the progress of the human subjects. Due to the target audience of the design, it should be considered how the methodology is designed and how many children with ASD are to be considered for the study.

ANSWER:

Due to the difficulties of COVID19 and school admissions when soliciting autism cases for research, it is difficult to find more subjects in the short term, but this research will continue to strive to expand suitable subjects to verify effectiveness.

The authors should consider expanding the team with communication experts that work with people with ASD to identify critical contributions of the design to address the targetted audience and human subjects better. Also, this might increase the number of human subjects that provide statistically relevant results with more human subjects.

ANSWER:

Thanks to the reviewer's suggestion, our research will try to use the case's family, teachers, and assistants to carry out relevant design interventions, and will continue to look for more cases to join the test in the future.

I think the paper is an excellent initial pilot test narrative but requires more consideration in this type of research to be published for a journal article.

ANSWER:

We are implementing the research project of the Ministry of Science and Technology, in cooperation with neighboring primary schools and institutions, and will not stop weekly testing and training. We are also actively expanding the number of subjects and the content of the test. This research is based on key videos and the freeze-frame-based test hopes to effectively enable children with autism to capture the meaning of characters' help-seeking actions and hopes to train their motivation through AR and interface design methods

Author Response File: Author Response.doc

Reviewer 3 Report

The authors of the manuscript developed a request-assistance training interface based on augmented reality to help children with Autism spectrum disorder (ASD) to communicate. The topic is interesting; nevertheless, there are several aspects to improve in the manuscript. It would be convenient to present numeric results at the abstract. There are several grammatical errors; consequently, it is highly recommended to do a proof-reading. Additionally, authors do not define acronyms at the first time used in the text and there are undefined symbols (e.g., see Table 1, what are the meanings of ‘S’ and ‘O’?), which makes difficult to read the manuscript. The results and discussion sections must be improved. They do not provide details. Authors have obtained key data from the experiments; however; there is a lack of using statistical tests; which would have provided interesting results as well as supported their conclusions. Authors mentioned that t-tests were employed; however, they do not specify the alpha used in the tests and they do not mention whether the data were analyzed for normality in order to use the t-tests. Although authors present graphics in the supplementary material; it would have been convenient to use graphics in the manuscript, which would have provided more information to the reader. At the discussion section, it would have been convenient to present the limitations of the study.

Author Response

RESPONSES TO REVIEWERS

Reviewer 3

Comments and Suggestions for Authors

ANSWER:

Many thanks to the reviewers for their detailed suggestions, we have corrected the spelling of these abbreviations as Picture Exchange (PE), Picture Exchange Communication System (PECS), Voice Output Communication Aid (VOCA) and Speech Generating Device (SGD)

2.S = subject; V = verb; N = noun; Adj = adjective; Adv = adverb; Conj = conjunction; O = object

The results and discussion sections must be improved. They do not provide details. Authors have obtained key data from the experiments; however; there is a lack of using statistical tests; which would have provided interesting results as well as supported their conclusions. Authors mentioned that t-tests were employed; however, they do not specify the alpha used in the tests and they do not mention whether the data were analyzed for normality in order to use the t-tests. Although authors present graphics in the supplementary material; it would have been convenient to use graphics in the manuscript, which would have provided more information to the reader. AtInhe discussion section, it would have been convenient to present the limitations of the study.

ANSWER:

Many thanks to the reviewers for their detailed suggestions, and the results and discussion sections have been improved by the reviewers' pointed-out problems. Provide as much detail and discussion as possible. The authors obtained critical data from the experiments; added notes in the lack of statistical tests section; provided interesting results in the Discussion (pp.8) and supported the conclusions section. The lack of alpha for the t-test was an oversight, and the table of the data analyzed was supplemented with instructions on how to use the t-test, and the relevant data were also presented in the supplementary material.

We would like to thank the Editor-in-Chief and Reviewers for their time and their valuable comments.

Author Response File: Author Response.doc

Round 2

Reviewer 2 Report

They made some changes and addressed the ones that are simple grammatical issues. However, the overall extent of the described work still requires more extensive work to make their results relevant contributions that prove the efficiency of their methodology.

Reviewer 3 Report

Authors have done few changes on the manuscript; these do not provide a significant improvement on it. For example; the authors did not provide numeric results at the abstract. Additionally, at the results section, authors must verify that the samples follow a normal distribution using statistical tests; so that t-tests could be used. Furthermore, authors did not provide plots in their results, which would have provided more information to the reader. The results and discussion sections must be improved explaining a detail key results.

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Requesting Help Module Interface Design on Key Partial Video with Action and Augmented Reality for Children with Autism Spectrum Disorder

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