Supporting Emotional Intelligence in children with ASD: Evaluating the feasibility of an AI-based technological solution to address communication deficits
Pelvola, Mika (2025)
2025
Tietojenkäsittelyopin maisteriohjelma - Master's Programme in Computer Science
Informaatioteknologian ja viestinnän tiedekunta - Faculty of Information Technology and Communication Sciences
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Hyväksymispäivämäärä
2025-07-01
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:tuni-202506307474
https://urn.fi/URN:NBN:fi:tuni-202506307474
Tiivistelmä
Emotional intelligence (EI) plays a critical role in individual well-being, yet children with autism spectrum disorder (ASD) often face challenges in developing it due to communication difficulties and a less nuanced understanding of emotions. By improving the communication skills of these children, it is possible to support their emotional intelligence and, in turn, their general well-being.
This thesis explores the feasibility of an early-stage technological concept designed to support the communication skills and thereby the emotional intelligence of children with ASD. The solution uses AI-generated images—created based on users’ emotional experiences—to support educational or therapeutic efforts aimed at enhancing emotional intelligence. The primary focus of the study is to understand how professionals working in emotional therapy for children with ASD perceive the solution’s feasibility and potential value in practice.
The study is conducted within an exploratory research approach, collecting qualitative interview data from EI therapy professionals. The collected data is analysed and synthesised with existing literature to evaluate the solution’s feasibility and provide insights for its further development and future research.
The findings indicate a genuine interest and need among therapists for technological tools similar to the one explored in this thesis. The evaluated solution is grounded in a solid theoretical background, and its suitability for practical therapy work appears promising. Key observations include the important connection between inclusive user experience design and therapeutic goals. However, as the evaluated tool is still in an early phase of development, further technological work is needed to better define its usability and assess its practical value.
Overall, this thesis provides early but meaningful contributions to the development of assistive technologies for interventions that support emotional intelligence. By combining theoretical foundations with expert insight, the study lays a conceptual and empirical basis for the continued development of the evaluated solution. While exploratory in nature and centred on a solution in its early developmental phase, the work offers valuable direction for future research and design.
This thesis explores the feasibility of an early-stage technological concept designed to support the communication skills and thereby the emotional intelligence of children with ASD. The solution uses AI-generated images—created based on users’ emotional experiences—to support educational or therapeutic efforts aimed at enhancing emotional intelligence. The primary focus of the study is to understand how professionals working in emotional therapy for children with ASD perceive the solution’s feasibility and potential value in practice.
The study is conducted within an exploratory research approach, collecting qualitative interview data from EI therapy professionals. The collected data is analysed and synthesised with existing literature to evaluate the solution’s feasibility and provide insights for its further development and future research.
The findings indicate a genuine interest and need among therapists for technological tools similar to the one explored in this thesis. The evaluated solution is grounded in a solid theoretical background, and its suitability for practical therapy work appears promising. Key observations include the important connection between inclusive user experience design and therapeutic goals. However, as the evaluated tool is still in an early phase of development, further technological work is needed to better define its usability and assess its practical value.
Overall, this thesis provides early but meaningful contributions to the development of assistive technologies for interventions that support emotional intelligence. By combining theoretical foundations with expert insight, the study lays a conceptual and empirical basis for the continued development of the evaluated solution. While exploratory in nature and centred on a solution in its early developmental phase, the work offers valuable direction for future research and design.