An investigation as to how a computerised multimedia intervention could be of use for practitioners supporting learners with Autism Spectrum Disorder (ASD)

This practice-based action research investigation seeks to make a valuable, original and academic contribution to knowledge in the computing, language, communication and educational fields. The aim was to establish the therapeutic (language and communication skills) and educational (literacy and numeracy skills) use of individual tailored computer games for practitioners supporting learners (end-users) with Autism Spectrum Disorder (ASD). This was achieved through a continuous collaboration of cohorts of computing undergraduate students and academics (the development team) carrying out an assignment for a module designed and successfully led by this PhD student (the researcher). The researcher continually collaborated with practitioners (users – teaching staff and speech and language therapists in schools) of learners with ASD over many years. The researcher developed a Computerised Multimedia Therapeutic/Educational Intervention (CMT/EI) process, which used an iterative holistic Design-For-One approach for developing individual computer games. An action research methodology was adopted using methodological triangulation ‘quantitative’ and ‘qualitative’ data collection methods. This was to ascertain as to how tailor-made computerised multimedia games developed, could be evaluated by the users as being of therapeutic/educational use for their learners (end-users) with ASD. The researcher originated profiles to establish the diversity of each learner’s spectrum of therapeutic/educational autistic needs, preferences, capabilities, likes, dislikes and interests. The researcher orchestrated, collaborated and supervised the whole process from individual profiles completed by the practitioners, through to the profiles used as a baseline, by the development team, and to the designing, developing and evaluating iterative customised personalised computer games. Four hundred and sixty-four learners with ASD (end-users) and forty-nine practitioners (users) from nine educational establishments across the UK participated in this investigation. Two stages were carried out in an initial application procedure (with one school) and prototype procedure (with a further six schools and 2 educational establishments). Stage I - Planning, collection, organisation, Design-For-One approach and development. Stage II - Testing, Evaluation, Monitoring, Reflection and Maintenance. Optimistic ‘quantitative’ and ‘qualitative’ evidence emerged (using content analysis) from the implementation of games in the classroom and the practitioner’s therapeutic and educational evaluation of storyboards and games. The documented positive findings led to a conclusion that personalised games which had been developed over a ten-year period, showed to be of therapeutic/educational use to practitioners and their learners with ASD

Enhancing student learning journeys with semantically annotated content

This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University LondonThere is an increasing interest in developing existing Special Educational Needs (SEN) teaching methods due to recent concerns regarding the number of SEN pupils in schools. Communication is difficult for students when they have little or no clear speech. Consequently, a range of communication systems are used as an alternative to speech, including symbols, pictures or gestures. Importantly, helping students to better communicate also improves their education, friendships and independence. However, it is acknowledged that creating these educational resources is time consuming and expensive, and the learning results are not recognised as being as effective as required. Semantic Web technology has had an impact in the educational field and offers the required linkages for more engagement with Web content. There is, however, a considerable gap in Semantic Web research between the contributions in the mainstream educational field and research undertaken into special educational needs (SEN) students. This thesis presents an augmented World Wide Web (WWW) vision utilising annotation to more effectively support diverse special educational needs students. Students are supported in part by a SEN Teaching Platform (SENTP), one artefact from this design science research. Poetry is used as a website teaching material because of its significant impact on special needs students as it is a difficult topic to understand. The first stage of the research is to select the appropriate tools for testing annotation techniques in a real SEN environment. Later, a design of the proposed SEN teaching platform is built based on a Semantic Web annotation tool (Amaya) coordinated with a web application. Design is evaluated by conducting a pilot study in schools caring for special needs students (SEN). Evaluations were carried out at two schools, interviewing nine participants (Teachers, Teaching Assistant) in the UK. SENTP is tested for using Semantic Web technology to benefit the education of SEN students by utilizing Semantic Web annotation tools. This research further improves the SENTP with additional support for cognitive load using specific annotation formats within the Amaya annotation tool. Field testing is carried out at six UK schools with twenty-two participants being interviewed. Cognitive load principles are shown to improve both learning and class behaviour, also supporting teachers in the production of educational content. The pilot study and field testing results reveal that the proposed approach is effective. Following this, designed artefacts are synthesised within a wider design blueprint that articulates how this new world of annotated digital media is designed, deployed and consumed. Finally, SENTP ontology is created using OWL language and Protégé 5. The main goal of this ontology is to produce a wider design SENTP ontology that can be adapted to wider teaching purposes

Innovation and social learning in higher education institutions

Considering the existing experiences and the concrete needs of the hearing - impaired and visually - impaired groups for accessing HEI programmes, this handboook brings some important innovations: 1. A functional approach, proposing the methods and procedures to be used for developing and delivering ICT based learning offer valid also for these target group (not specially done for them, but designed in such a way that correspond also to their specific needs). This is that will support the target groups in their education and also social inclusion. 2. A subsequent proposal of a kind of “Quality Label”, to establish quality standards and assessment procedures and instruments to be used for evaluating whether Higher Educational Institutions’ offers and training programmes correspond to the ISOLearn standards regarding the accessibility of these groups to their learning offer. 3. Both the Handbook and the “Quality Label” should be tested on a specific qualification which should become a benchmark for the HEI ICT based learning programmes. The concrete experience will demonstrate the benefits for all the stakeholders (e.g. HEI and disadvantaged groups) of promoting social learning approach in HEI.info:eu-repo/semantics/publishedVersio

Psychology, Learning, Technology

This open access book constitutes the refereed proceedings of 1st International Workshop on Psychology, Learning, Technology, PLT 2022, Foggia, Italy, during January 2022. The 8 full papers presented here were carefully reviewed and selected from 23 submissions. In addition, one invited paper is also included. Psychology, Learning, ad Technology Conference (PLT2022) aims to explore learning paths that incorporate digital technologies in innovative and transformative ways and the improvement of the psychological and relational life. The conference includes topics about the methodology of application of the ICT tools in psychology and education: from blended learning to the application of artificial intelligence in education; from the teaching, learning, and assessment strategies and practices to the new frontiers on Human-Computer Interaction

The views and experiences of adolescents with ‘communication and interaction needs’ of using communication technologies: a small-scale qualitative study

Background Communication technologies can provide children and young people (CYP) with communication and interaction needs novel opportunities for social interactions. Initial studies suggest that communication technologies can provide unique, virtually enabled social opportunities for CYP with communication and interaction needs due to adaptability features and ability of technology to suit unique communicative styles (van Schalkwyk et al., 2017; Zilka, 2018). Research Aim This study explored how adolescents with communication and interaction needs used technology to access social opportunities as well as what types of support they found most useful in regard to online activity. The study adds to current understanding by directly exploring the experiences of 8 adolescents with communication and interaction needs and their own experiences of using communication technologies. Research design Descriptive data about participants main reasons for using communication technologies was collated using an online survey. Semi-structured interviews were then used to explore the reported experiences and perceptions of eight adolescents who have identified communication and interaction needs and use technology to socialise. Thematic analysis was used to analyse the transcripts within each case, and then across the aggregated cases. Key findings The findings from this study suggested participants valued the autonomy with which they could participate in social interactions online, as well as the choices they could make related to their own personal interests. Synchronous communication with new and existing friends was important to participants and was viewed as valuable social time. However, increased opportunities for social interaction also presented increased chances of misinterpreting online communication and others’ intent, which related to feelings of upset and instances of cyberbullying. Social support from family members, such as parents and elder siblings, were described to be valuable in dealing with online harm and managing negative experiences effectively. The relevance of such findings and the implications for schools and educational psychologists are considered. The thesis concludes with future directions for study