Developing touchscreen numeracy learning application for children with autism / Muhamad Fairus Kamaruzaman

Education is fundamental to nation building, providing every child with building blocks for success, which in the end shaped the nation's economic growth and social cohesion. It is imperative the children with autism talents be continuously cultivated and not be neglected. Children with autism are conditions where children may exhibit developmental disabilities, communication obstacle, significant social, behavioural challenges and process information differently compared to their normal typical peers. Known as visual thinkers, the use of visual images as a visual support in the learning environment has been found effective for children with autism. The use of assistive learning technology such as tablets has gained state-of-the-art research interests as children with autism have an affinity with the mechanism. Nevertheless, research on assistive learning technology as intervention approach for children with autism is still at its experimental level, here in Malaysia. Research have shown it is important for children with autism to acquire fundamental skills to achieve some degree of independence. Despite large enhancements in early diagnosis and interventions, most children with autism are unlikely to live independently when they grow up. This qualitative study aims to 1) examine the current learning process for children with autism 2) determine how assistive learning technology application may influence the learning process for children with autism and 3) formulate the assistive learning technology application for children with autism. A touchscreen assistive learning numeracy application (TaLNA) was developed by using Adobe Flash Professional CS6 with Adobe AIR 19.0 integration and ActionScript 3.0. It works on a smartphone as well as a tablet device. TaLNA is an educational tool that consists of a learning module and learning activities with different learning outcomes. TaLNA focuses on children with learning disabilities in primary schools in Malaysia specifically for children with autism in Special Education Integration Program classes. The subject content was adapted and aligned with the Integrated Curriculum for Learning Disabilities issued by Ministry of Education Malaysia. In order to motivate the children with autism to concentrate and keep learning, an interactive agent was embedded inside the said apps. Thirty children with autism and six special education teachers from two integrated primary schools and one autism centre in the Klang Valley, Selangor, Malaysia participated in this research study. Based on the experimentation, direct observation and interview with the special education teachers as well as autism experts, it is shown that the children with autism gained positive attitude, increased self-confidence and obtained self-reliance in using the TaLNA. It is an aspiration that TaLNA could uplift the instructional learning environment for children with autism, which could avail boost in early childcare education (ECCE) and thus foster the quality of life for children with autism

Developing touchscreen numeracy learning application for children with autism / Muhamad Fairus Kamaruzaman

Education is fundamental to nation building, providing every child with building blocks for success, which in the end shaped the nation's economic growth and social cohesion. It is imperative the children with autism talents be continuously cultivated and not be neglected. Children with autism are conditions where children may exhibit developmental disabilities, communication obstacle, significant social, behavioural challenges and process information differently compared to their normal typical peers. Known as visual thinkers, the use of visual images as a visual support in the learning environment has been found effective for children with autism. The use of assistive learning technology such as tablets has gained state-of-the-art research interests as children with autism have an affinity with the mechanism. Nevertheless, research on assistive learning technology as intervention approach for children with autism is still at its experimental level, here in Malaysia. Research have shown it is important for children with autism to acquire fundamental skills to achieve some degree of independence. Despite large enhancements in early diagnosis and interventions, most children with autism are unlikely to live independently when they grow up. This qualitative study aims to 1) examine the current learning process for children with autism 2) determine how assistive learning technology application may influence the learning process for children with autism and 3) formulate the assistive learning technology application for children with autism. A touchscreen assistive learning numeracy application (TaLNA) was developed by using Adobe Flash Professional CS6 with Adobe AIR 19.0 integration and ActionScript 3.0. It works on a smartphone as well as a tablet device. TaLNA is an educational tool that consists of a learning module and learning activities with different learning outcomes. TaLNA focuses on children with learning disabilities in primary schools in Malaysia specifically for children with autism in Special Education Integration Program classes. The subject content was adapted and aligned with the Integrated Curriculum for Learning Disabilities issued by Ministry of Education Malaysia. In order to motivate the children with autism to concentrate and keep learning, an interactive agent was embedded inside the said apps. Thirty children with autism and six special education teachers from two integrated primary schools and one autism centre in the Klang Valley, Selangor, Malaysia participated in this research study. Based on the experimentation, direct observation and interview with the special education teachers as well as autism experts, it is shown that the children with autism gained positive attitude, increased self-confidence and obtained self-reliance in using the TaLNA. It is an aspiration that TaLNA could uplift the instructional learning environment for children with autism, which could avail boost in early childcare education (ECCE) and thus foster the quality of life for children with autism

Conceptual Design of COD-E Humanoid Robots

The conceptualizing process plays an important role in assisting designers’ creativity in form and styling development. It contributes to representing the cultural elements before product transformation, which has a limited investigation. This research aims to identify the metaphorical form element that conveys the brain impaired as factors of selection and defining form development of the humanoid robot embodiment. Design Protocol Analysis obtains to into design linguistic interpretations and synthesizing design based on perceptual product experience. Findings have outlined the theory of metaphorical form element selection and identification that could represent brain impaired product in assisting humanoid robotic acceptance among autism. Keywords: Design-Inspire; Humanoid Robot; Children with Autism; Design Protocol Analysis. eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bsby e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.253

Integration of Augmented Reality (AR) Technology in Education: Perceptions and advantages

Augmented Reality (AR) has become one of the 21st-century technology to be used in education to enhance the pedagogical process. Due to its handiness and effectiveness, it may visualise abstract context into digital elements, making this mechanism one of the preferred learning trends today. Therefore, this study aims to examine the use of AR technology in Malaysian education from the insights of the educators. The significant outcome from the study has shown that educators were captivated by AR technology due to its novelty. Keywords: Augmented Reality; Malaysian Education; Educators Perspective; Pedagogy Enhancement  eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under the responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians), and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v7iSI7.380

Exploring Home-Based Learning by Using Mobile for Children with Autism During Covid-19 Pandemic

Educating children with autism is a big responsibility for special education teachers and parents. Since the Covid-19 pandemic hit Malaysia, the learning approach has been shifted to virtual learning. The use of education technology has gained state-of-the-art research interest in children with autism, especially in the context of mobile learning. This study will examine how mobile learning could assist children with autism in coping with their daily routine study during the pandemic era. Instructors, teachers, and parents of children with autism may find the findings useful as one of their references in determining their teaching aids and strategies. Keywords: Education Technology, Children with Autism, Pandemic Covid-19, PdPR. eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia

TaLNA App: An Interactive Numeracy Mobile Learning Application for Children with Autism

In light of the COVID-19 pandemic’s disruptions to education, there is a growing need for alternative learning methods, particularly for children with autism who thrive on routine and familiarity. This study aims to enhance numeracy learning for children with autism by using the touchscreen-assistive learning numeracy application (TaLNA) during the post-pandemic period, aligning with Sustainable Development Goal (SDG) 4 (quality education). Our primary focus is to leverage mobile learning through the TaLNA application to provide specialized educational content and remote progress monitoring. Combining mobile learning with SDG 4 principles ensures continuous access to education, promoting inclusivity and equity, even in challenging circumstances. Mobile learning offers personalized numeracy experiences tailored to individual needs, maintaining educational consistency and structure amidst disrupted routines and environments. This research has significant implications for instructors, teachers, and parents of children with autism, providing valuable insights for their pedagogical approaches