Interaction design principles for edutainment systems: enhancing the communication skills of children with autism spectrum disorders

Owing to deterioration in communication, approximately 50% of individuals diagnosed with Autism face challenges in developing functional languages.To assist these individuals become more relaxed and comfortable during these activities, installed educational games on mobile devices can be used. Although there are many new mobile applications available for individuals with Autism, they are difficult to use; particularly in terms of user-interface design.An analysis of existing apps developed for children with autism shows that app design principles are projected according to interaction design (IxD) which fulfills the users‟ requirements in a more efficient way.The analysis involved five applications and pointed out fifteen suggestions regarding the design principles.This paper presents the suggested recommendations for the design and development of prototype apps for autistic children.It introduces edutainment systems design principles, which are designed to assist in the development of communication skills in children diagnosed with Autism-spectrum disorders

The design principles of edutainment system for autistic children with communication difficulties

The number of children with autism is increasing worldwide. Children with autism face three major problems; socializing, communicating, and behaviour. Approximately 50% of all individuals with autism have difficulties in developing functional language owing to communication deterioration. Mobile devices with installed educational games help these individuals feel more comfortable and relaxed doing such activities. Although numerous mobile applications are available for individuals with autism, they are difficult to use; particularly in terms of user-interface design. This study analysed the existing apps in order to determine the design principles applicable to the Edutainment App being studied. Five applications were involved in this analysis. As outlined in the objectives of this study, identifying these design principles is important in designing the app. The analysis identified fifteen suggestions for the design principles. These suggestions addressed, simple interfaces; image size; number of pictures; home page icon; colour; having images identical to real life objects; the use of caregivers; navigation; password-protection; audio appropriate to the images; the app language used; evaluating parameters to measure the child’s growth; option for photo loading; PECS-based communication; and sentence pronunciation function. These recommendations are offered by this study towards designing and developing a prototype app for autistic children. This study introduces an edutainment-system design principle formulated to help develop the communication skills of children with autism-spectrum disorders. This study also describes the design, implementation, and evaluation of the ICanTalk app-a mobile edutainment app that can be used to improve users’ understanding and communication skills and help them to connect with society and the surrounding environment particularly for autistic children with communication difficulties. This app allows caregivers to create personalized content using pictures and audio on their mobile devices (tablets). The evaluation of the app by teachers suggests that it is useful and easy-to-use. In conclusion, based on the evaluation results, it is found that the ICanTalk app is effective in helping autistic children with communication difficultie

Agrupamento de Escolas Piscinas - Olivais

A Escola é um contexto privilegiado para a promoção da Atividade Física. São conhecidas as relações benéficas entre a prática do exercício e o desempenho escola. O Objetivo é implementar um programa de atividade física em contexto sala de aula e como contexto de aprendizagem do português e matemática. Durante 5 semanas, 65 alunos de idades compreendidas 8 e os 12 anos, (9,48 ± 0.664) foram divididos em dois grupos (grupo de controle e o grupo experimental). Dois parâmetros foram avaliados, o conhecimento adquirido nas disciplinas de matemática e português, através de testes escritos, e a atividade física, monitorizada através do PAM. Observamos diferenças significativas, (p= 0,000), entre os grupos no que respeita à quantidade de atividade física que cada criança realiza. Verificou-se um aumento significativo dos valores médios da atividade física no grupo experimental, (9.39 para 17.60 p.p.). Relativamente aos conhecimentos adquiridos, o grupo experimental obtido melhor prestação na matemática. Este programa permite não só aumentar a atividade física como melhorar os conhecimentos de matemática e português.School is a privileged context for the promotion of the Physical Activity. The beneficial relations between the practice of the exercise and the school performance are known. The aim is to implement a program of physical activity in the classroom context and as the Portuguese and mathematics learning context. During 5 weeks, 65 pupils with ages between 8 and 12 years, (9,48 ± 0,664) were divided in two groups (group of control and the experimental group). The assessment of knowledge acquired in mathematics and portuguese, was accomplished through written tests and the physical activity was monitored through devices PAM. We observed significant differences (p = 0.000) between the groups concerning to the amount of activity that each child performs. There was a significant increase in average values of physical activity in the experimental group (9:39 to 17.60 pp). Also in mathematic test the experimental group achieved better results. This program not only allows to increase the physical activity as to improve the knowledge of mathematics and portuguese

Factores psicológicos que determinan el empleo de las TIC con estudiantes de Educación Secundaria desde una perspectiva inclusiva

Inclusive education is a key tool for promoting equity in educational opportunities, that is using ICT and accessible web and non-web content to support the learning of students with disabilities in inclusive settings within compulsory education. This thesis is focusing on disability including the challenges that disabled students faced in Greece. An elaborate description of the terms Special Education and Inclusive Education is made. Additionally, ways supporting Greek special education system are also stated. In this context, challenges concerning access to software application faced by disable users are mentioned, as well as the most regularly used Assistive Technologies. Guidelines are also ponted out explaining how application, content and web-content can be made accessible to people with all types of disabilities. The study aims to determine how such familiar are Educators using ICT tools during the learning process of students with disabilities both in special and mainstream school setting, in Greece. More specifically, to define views and feelings regarding the benefits of using ICT for students with vision, speech and auditory disabilities, intellectual and cognitive disabilities, as well as physical impairments. Lastly, to investigate how much Educators are familiar with accessibility issues, applying accessibility tests and how capable Educators are to create comprehensible and navigable web and non-web content accessible by the disable. The study reveals that age and years of teaching experience in regular but also in special education play a significant role, as for the type of employment little contribution to the results and only for full-time Educators with public or private contracts

Designing and implementing online assessment in the clinical workplace

Peer reviewe

Scholarship is not just research : Nurturing scholarship in health professions education

Peer reviewe