Developing A Hybrid Visual Perception Game Using The ADDIE Approach For Autism

Vision problem are frequently associated with autism. Currently, a systematic diagnosed has been developed to assessing visual perception problem for autism children. However, the method for diagnosed is still by using manual and hands on technique. A systematic research framework is important in order to obtain better understanding of development a prototype. In this paper, we present a systematic research framework for hybrid diagnose and assessing visual perception problems for autism children by using serious digital game as a guide and reference to build a prototype. This research framework will be a technological solution to address visual perception problems and may benefit from intervention to improve perceptual skills among autism children. This research and invention can be used for educational area and medical fiel

Developing A Hybrid Visual Perception Game Using The ADDIE Approach For Autism

Vision problem are frequently associated with autism. Currently, a systematic diagnosed has been developed to assessing visual perception problem for autism children. However, the method for diagnosed is still by using manual and hands on technique. A systematic research framework is important in order to obtain better understanding of development a prototype. In this paper, we present a systematic research framework for hybrid diagnose and assessing visual perception problems for autism children by using serious digital game as a guide and reference to build a prototype. This research framework will be a technological solution to address visual perception problems and may benefit from intervention to improve perceptual skills among autism children. This research and invention can be used for educational area and medical fiel

Serious games assisted by playware as a way to improve socio-emotional skills in children with autism spectrum disorder

This paper presents a project developed with the aim of promoting emotional skills in children with Autism Spectrum Disorders (ASD). The project involves a serious game and a playware object, which is a physical component that allows the user to interactively play the serious game. The playware object has six buttons, each one showing an emoji with a specific facial expression and communicates via Bluetooth with the serious game app installed in an Android device. The facial expressions used are: happiness, sadness, fear, anger, surprise and neutral/normal. They were applied to the three game activities (imitation, recognition and storytelling). The chain of tests started with an online questionnaire to validate the avatars created to represent the previously mentioned facial expressions in the game, which was followed by a usability test of the application (serious game and playware object) with six typically developing children. Finally, the three game activities were tested with six children with ASD in three/four sessions. Due to the small test group and reduced number of sessions, the primary objective was to assess if the target group accepted the application. In fact, it had a high level of approval regarding both the serious game and the playware object. had a high level of approval regarding both the serious game and the playware object.COMPETE: POCI-01-0145-FEDER-007043 and FCT –Fundação para a Ciência e Tecnologia within the Project Scope: UID/CEC/00319/2013. Vinicius Silva also thanks FCT for the PhD scholarship SFRH/BD/SFRH/BD/133314/2017. The authors thank the teachers and students of the Elementary School of Gualtar (EB1/JI Gualtar) in Braga for the participation in the testsinfo:eu-repo/semantics/publishedVersio

Improved communication skills of children with Autism Spectrum Disorder using Augmented Reality based on PECS (Picture Exchange Communication System)

PECS is a method for developing communication using images to exchange desired objects according to the image, especially for children with autism with non-verbal abilities. PECS has many advantages over other communication learning methods that can encourage autistic children to communicate well. Besides having many advantages, the PECS method itself has many disadvantages. The research conducted was to build an application specifically designed for children with autism by correcting the deficiencies that exist in learning with the PECS method. The application is designed with the guidance of an expert Psychologist Children with Special Needs and refers to previous studies as reference material for application interface design. Application testing involves 4 autistic children from 2 different SLBs. Tests are carried out 2 times for each child to find out the progress of application utilization. The test results show that the proposed application is in accordance with the aesthetic design of the MDA framework that is designed so that it is truly able to be accepted by autistic children while also having a positive impact on them, as well as being able to create a learning environment that is more enjoyable both for children with autism and for teachers

Learning through playing for children with cerebral palsy

Guidelines for designing and developing a learning prototype that are compatible with the limited capabilities of children with Cerebral Palsy (CP) are established in the form of a model, known as Learning Software User Interface Design Model (LSUIDM), to ensure children with CP are able to grasp the concepts of a learning software application prototype. In this paper, the LSUIDM is applied in developing a learning software application for children with CP. We present a user study on evaluating a children education game for CP children at Pemulihan dalam Komuniti in Johor Bahru. The findings from the user study shows that the game, which was built, based on the LSUIDM can be applied in the learning process for children with CP and most notably, the children are engaged and excited using the software. This paper highlights the lessons learned from the user study, which should be significant especially in improving the application. The results of the study show that the application is proven to be interactive, useful and efficient as the users used it

Technology-Assisted Intervention For Children With Autism Spectrum Disorder Using Augmented Reality

Technology-assisted intervention has potentials in improving the social, communication and behavior impairments in of children with autism spectrum disorder (ASD). Augmented reality (AR) offers multitude of possibilities and opportunities for the intervention of children with ASD. Therefore, this study identifies 13 researches from 2012 to 2018 that documented the efficacy of augmented reality applications in supporting the intervention of children with ASD. This study reviews the applications of augmented reality that nhanced the intervention for children with autism in (i) social skills, (ii) communication skills, and (iii) behavior skills. The conclusion reports the significant roles of augmented reality as technology-assisted intervention for children with ASD

A serious game for children with speech disorders and hearing problems

Tezin basılısı İstanbul Şehir Üniversitesi Kütüphanesi'ndedir.Speechimpedimentaffectingchildrenwithhearingdifficultiesandspeechdisordersrequires speech therapy and much practice to overcome. In fact, speech therapy via serious games gives an opportunity to children with speech disorders and hearing problems to overcome their problems. As far as children are more inclined to play games, so we intend to learn them by entertainments like serious games. In this thesis, we have designed and implemented a serious game that can be used both as a therapy and as a tool to measure the performance of children with speech impediments in which children will learn to speak specific words that they are expected to know before the age of 7. And then we will teach them how to make sentences. The game consists of three steps. The first step provides information for parents or therapists to decide if their child needs speech therapy or not. In the second step, the child starts to learn specific words while playing the game. The third step aims to measure the performance of the child and evaluate how much the child has learned at the end of the game. The game has an avatar which can be controlled by the child through speech, with the objective of moving the avatar around the environment to earn coins. The avatar is controlled by both voice commands such as Jump, Ahead, Back, Left, Right, and arrow keys of the keyboard. The child will be guided by an arrow during the game instead of getting help from a therapist or a teacher to guide the child to the next goal. This allows the child to practice longer hours, compared to clinical approaches under the supervision of a therapist, which are time-limited. Our preliminary performance measurements indicate an improvement of 40% for children who play our game at least 5 times and a specific period of time.Declaration of Authorship ii Abstract iv Öz v Acknowledgments vii List of Figures x List of Tables xi Abbreviations xii 1 Introduction 1 1.1 Introduction ................................... 1 1.1.1 Learning definition ........................... 1 1.1.2 Does gamification work? ........................ 2 1.2 Introduction to Serious Games: ........................ 4 1.2.1 What is serious games? ........................ 4 1.2.2 First Serious Game ........................... 5 1.2.3 Background on Serious Games .................... 5 1.3 Research Problems ............................... 7 1.4 Motivation.................................... 8 1.5 Research Contributions............................. 9 1.5.1 Research Publications ......................... 9 1.6 Thesis Outline ................................. 9 2 Background 11 2.1 Related Works ................................. 11 2.2 An overview of Serious Games in health ................... 13 2.3 Does speech therapy and language recovery work? .............. 14 2.4 A literature survey of serious games for speech disorder ........... 14 2.5 Main Characteristics of Into the Forest Game ................ 15 3 Proposed System 19 3.1 Game engine analysis .............................. 19 3.2 Avatar ...................................... 20 3.3 Proposed Game ................................. 21 4 Implementation 30 4.1 Preliminary Testing............................... 30 4.2 Testing ...................................... 32 5 Conclusion and Future Work 37 5.1 Conclusion.................................... 37 5.1.1 Future Work .............................. 38 Bibliography 3

Serious Games: prevention, diagnosis and therapy in psychological field

openNel presente elaborato, viene trattata l'evoluzione storica dei Serious Games e di come essi, nel tempo, siano risultati dei validi strumenti di "cura" della persona, in particolare per quanto riguarda i campi di prevenzione, diagnosi e terapia in ambito psicologico. Vengono esplicati, per ogni categoria, degli esempi pratici di Serious Games utili nel fronteggiare determinate psicopatologie, attraverso l'utilizzo di esperimenti ritenuti pionieristici del settore. Sono infine forniti degli spunti riflessivi, al fine di elicitare il lettore ad approfondire l'argomento.In this paper, the historical evolution of Serious Games is discussed and how over time, they have turned out to be valuable tools for the "treatment" of the person, particularly in the fields of prevention, diagnosis and therapy in the psychological field. Explained, for each category, pratical examples of Serious Games useful in coping with certain psychopathologies, through the use of experiments considered pioneers in the field. Finally, reflective insights are provided in order to elicit the reader to deepen the topic

Empowering children with ASD and their parents : design of a serious game for anxiety and stress reduction

Autism Spectrum Disorder (ASD) is characterized by social interaction difficulties and communication difficulties. Moreover, children with ASD often suffer from other co-morbidities, such as anxiety and depression. Finding appropriate treatment can be difficult as symptoms of ASD and co-morbidities often overlap. Due to these challenges, parents of children with ASD often suffer from higher levels of stress. This research aims to investigate the feasibility of empowering children with ASD and their parents through the use of a serious game to reduce stress and anxiety and a supporting parent application. The New Horizon game and the SpaceControl application were developed together with therapists and according to guidelines for e-health patient empowerment. The game incorporates two mini-games with relaxation techniques. The performance of the game was analyzed and usability studies with three families were conducted. Parents and children were asked to fill in the Spence's Children Anxiety Scale (SCAS) and Spence Children Anxiety Scale-Parents (SCAS-P) anxiety scale. The game shows potential for stress and anxiety reduction in children with ASD