684 research outputs found

    Online e-learning and cognitive disabilities: A systematic review

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    International audienceFor decades now, as the issue of social progress has come to the fore, the drive to improve access to education has been behind the growth in research into e-learning. The current systematic literature review raised the question of the existence of studies addressing the specific needs of persons with cognitive impairments. Indeed, e-learning is expected to be one of the critical tools for improving access to education and ultimately aiding social inclusion. The systematic literature review was performed through a four-step process including an exhaustive search of scientific literature databases, the selection of studies through exclusion and inclusion criteria, and literature analysis and synthesis. The main results are: 1) a lack of e-learning studies addressing the issue of accessibility for people with cognitive impairments (N = 29) with a purpose dominated by design guidelines rather than effectiveness assessment; 2) a weak inclusion of accessibility standards (N = 5) and 3) a weak inclusion of special education findings (N = 3), with a focus on specific neuropsychological disorders or syndromes (dyslexia, ADHD, etc.) rather than on impairments of cognitive function (attention, memory, etc.) as promoted by the International Classification of Functioning (World Health Organization, 2001); 4) the identification of five families of accessibility function (adaptive systems, game elements, accessible content, virtual agents and accessible interfaces or environments) and their dependency with activity-domain of learning. Results are discussed in terms of both design and assessment recommendations, promoting a multi-disciplinary approach combining educational sciences, cognitive sciences and computer science to develop more accessible e-learning systems

    Helping to find and support children with dual or multiple exceptionalities

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    Gifted and talented education: helping to find and support children with dual or multiple exceptionalities

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    Developing serious video games to treat attention deficit hyperactivity disorder: Tutorial guide

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    Video game-based therapeutic interventions have demonstrated some effectiveness in decreasing the symptoms of attention deficit hyperactivity disorder (ADHD). Compared with more traditional strategies within the multimodal treatment of ADHD, video games have certain advantages such as being comfortable, flexible, and cost-efficient. However, establishing the most appropriate type(s) of video games that should be used for this treatment remains a matter of debate, including the commercial existing video games or serious video games that are specifically constructed to target specific disorders. This guide represents a starting point for developing serious video games aimed at treating ADHD. We summarize the key points that need to be addressed to generate an effective and motivating game-based treatment. Following recommendations from the literature to create game-based treatments, we describe the development stages of a serious video game for treating ADHD. Game design should consider the interests of future users; game mechanics should be based on cognitive exercises; and therapeutic mechanisms must include the control of difficulty, engagement, motivation, time constraints, and reinforcement. To elaborate upon this guide, we performed a narrative review focused on the use of video games for the treatment of ADHD, and were inspired by our own experience during the development of the game "The Secret Trail of Moon".This research was partially funded by the Spanish National Project (grant number RTI2018-101857-B-I00), Fundación para la Innovación y la Prospectiva en Salud en España to HBF, Centro para el Desarrollo Tecnológico Industrial (European Regional Development Fund IDI-20180701, file 00107278) to MMM, Instituto de Salud Carlos III (AES2021, DTS21/00091) to DDG, Contrato Predoctoral de Formación en Investigación en Salud (i-PFIS contract IFI16/00039) to MRY, Universidad Carlos III de Madrid grant for the requalification of permanent lectures to DDG, and Comunidad de Madrid (PEJD-2019-PRE/SAL-17036 to AS and IND2020/BMD-17544 to MMM

    The Collegian (2008-08-18)

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    https://scholarworks.utrgv.edu/collegian/1001/thumbnail.jp

    The Collegian (2014-10-13)

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    https://scholarworks.utrgv.edu/collegian/1094/thumbnail.jp

    Adequacy analysis of learning resources in adult education

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    Dissertação de mestrado integrado em Engenharia InformáticaThe present document identifies and details the research and development held under the scope of a MSc Thesis pertaining to the scientific area of pedagogic tools for teaching support, ontolo gies and learning resources. This masters thesis in Informatics Engineering was developed in the University of Minho, Braga. The purpose of the project is to study the learning process of adults and how it connects to Learn ing Resources (LRs) in order to understand if a learning resource used to teach Computational Thinking (CT) to children, is suitable for adult learners. This approach ought to take into account adult learning theory to set its requirements, as well as CT principles and learning resources classification. To this end, an approach to the Adequacy of Learning Resources in Adult Education was created which comprises the ontology OntoAL that describes in detail the domain of Adult Learning (AL) including the theory of AL and a classification of both the adult learner and the learning resources. This ontology was developed in OntoDL and Prolog. In addition, we analyze the experiment conducted as part of the validation of this approach and the OntoAL ontology. Therefore, in this document, it is presented the state of the art pertaining to this field, exploring the concepts of learning resources, computational thinking, ontologies and adult learning and education. Furthermore, it is rendered an introduction of the subject and the project, detailing the context of the problem, the objectives to be accomplished and the research hypothesis of said thesis. Next, it is presented the state of the art regarding Computational Thinking, Adult Learning and Education, Ontologies and Learning Resources. Thereafter, it is put forward the work proposal. Then it is introduced the OntoAL ontology in both OntoDL and Prolog (detailing the process of its development and the choices made), the questionnaires that were created as well as the analysis of the responses that we obtained. Lastly, there are listed the conclusions and the future work.O presente documento identifica e detalha a investigação e desenvolvimento realizados no âmbito de uma tese de mestrado relativa à área científica de ferramentas pedagógicas de apoio ao ensino, ontologias e recursos educativos. Esta tese de mestrado em Engenharia Informática foi desenvolvida na Universidade do Minho, Braga. O objectivo do projecto é estudar o processo de aprendizagem dos adultos e como este se relaciona com os Recursos Educativos (RE), de modo a compreender se um recurso educativo utilizado para ensinar Pensamento Computacional (CT) a crianças, é adequado para alunos adultos. Esta abordagem deve ter em conta a teoria de ensino de adultos para estabelecer os seus requisitos, bem como os princípios de CT e a classificação dos recursos educativos. Neste sentido foi criada uma abordagem à Adequação de Recursos Educativos na Educação de Adultos que contém a ontologia OntoAL que descreve em detalhe o domínio do Ensino de Adultos (EA) incluindo a teoria de EA e uma classificação tanto do aluno adulto como dos recursos educativos. Esta ontologia foi desenvolvida em OntoDL e Prolog. Para além disso, analisamos a experiência levada a cabo como parte da validação desta abordagem e da ontologia OntoAL. Por conseguinte, neste documento, é apresentado o estado da arte neste campo, explorando os conceitos de recursos educativos, pensamento computacional, ontologias e educação de adultos. Além disso, é feita uma introdução ao tema e ao projecto, detalhando o contexto do problema, os objectivos a alcançar e a hipótese de investigação da referida tese. A seguir, é apresentado o estado da arte em matéria de Pensamento Computacional, Ensino e Educação de Adultos, Ontologias e recursos educativos. Em seguida, é descrita a proposta de trabalho, a ontologia OntoAL desenvolvida em OntoDL e em Prolog (detalhando o processo do seu desenvolvimento e as escolhas feitas), os questionários que foram criados, e a análise das respostas obtidas. Finalmente, são listadas as conclusões bem como o trabalho futuro

    Notes On Reading

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    Reading starts with the act of perception and rapidly moves into an area concerning the recognition of written words. Word recognition consists of two aspects (functioning simultaneously and working in parallel): the phonological—converting groups of letters into sounds—and the lexical— giving access to a mental dictionary of the meaning of words. But what does the act of reading consist of? According to Peter Kivy, there is a parallel between reading texts and reading scores. And what about the reasons for reading? When we read, we are not just interested in understanding what the signs stand for, but we also activate memory, perception, problem-solving, and reasoning, and our attention is also devoted to identifying those characteristics of texts which help categorize them as works of a specific genre. Readers play a central role: without them and their activity, there would be nothing but a page of black spots. As they read and understand, readers propositionally imagine what is written and, at a further level, they may also imagine objectually and simulatively. These objects come into being thanks to the words that we imagine are similar to what Roman Ingarden sees as a skeleton, needing the experience of reading to be appropriately concretized

    Understanding the Learning & Advocacy Needs of a Twice-Exceptional Student Through A Strengths-Based Lens: A Case Study in California

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    Twice-exceptional students possess both high ability and learning disabilities. The complex interaction of their gifts and disabilities perplexes both educators and parents. Educators often use a deficit approach when working with these learners; new research calls for multi-dimensional, strengths-based approaches to engage these students. Strengths-based approaches draw upon student strengths, interests, and talents to help address their disabilities. In this study, information was gathered from a mixed-methods, strengths-based approach to gauge a student’s strengths, interests, talents and disabilities to add to the research on traditional assessment and intervention approaches. The researcher also explored how parents’ understanding of their child aligned with the child’s perception of those variables and their understanding of a strengths-based advocacy approach. Findings from the study provide rich data on the subject’s strengths, interests, talents and disabilities which can be used in future advocacy efforts. The overarching theme of the research was the achievement the student attained through his parents’ successful advocacy. The parents utilized a strengths-based approach in their advocacy most notably by prioritizing their son’s giftedness and met his dual educational needs by adopting a separate spheres approach, two key component themes. Another key component theme that emerged from the data is the way in which complexity engaged the student in learning

    Influence of Video Games on Cognitive Abilities and Intelligence

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    This paper gives an overview of development in research concerning the influence of video games on cognitive development and intelligence. The first part of the paper mentions three categories used by different researchers in their research: generally speaking, the development of constructs and commercial games. StarCraft is mentioned in the paper, one of the most complex strategical games of all time, and its influence on professional players in eSport. Additionally, it presents a taxonomy of strategy games compared to real world situations, such as crisis management and control. The papers indexed in Scopus and Web of Science databases are chosen for this research since they are based on the cognitive relations between the games and players. One of the conclusions is that games can influence the enhancement of cognitive abilities in both directions
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