Standardising the design of educational computer reading programs for children.

Educationalists working in the sphere of special education, psychologists and software engineers continue to debate the efficacy of technology interfaces and the merits of information technology with regard to supporting learning in children with Autistic Spectrum Disorder (ASD), and the need to standardise software design for this group. This research argues that, for these children to optimise the use of this technology, it must be designed to meet the learning needs and characteristics of this condition, and so a design/development standard is needed. There is currently no instruction to aid educational professionals in choosing suitable computer programs that can be employed to support learning to read in children with ASD. The present research offers a rigorous comparative analysis of the multimedia conditions. A selection instruction (SI) was developed to facilitate the choice of appropriate computer programs for children with ASD, and forms part of the pilot study for this investigation, which was later modified and developed into an educational computer programs design standard. This SI serves as a set of guidelines that is intended to assist professionals and the parents/guardians of children with ASD in their search for good, useable programs that will assist in the acquisition of early reading skills by this group. This research advocates the development of effective computer programs based on individualistic considerations and the stringent application of Human Computer Interaction (HCI) principles in the design of multimedia computer technology for children with ASD. Two educational programs were employed in the investigation, and the data collection method included quantitative (pre-tests; a comparative study of children with ASD and typically developing children in videorecorded sessions, and post-tests) and qualitative (interviews, and an attitude questionnaire) methods. This approach was triangulated, thereby promoting the validity and rigour of the investigation. The present research concludes that, although there were recorded gains in the application of computer technology to teach new words to children with ASD, there were problems relating to the appropriateness and suitability of the programs for the children employed in this research, as detected during the interviews and from the attitude questionnaires, noting the need for autistic preferences in the design and development of these educational computer programs. This investigation offers a broader approach to the theoretical understanding and explanation of autistic learning styles, reading methodologies and issues relating to the design, development and usability of multimedia computer technology. Attention is drawn to the inadequacy of the existing technology and research into ASD and how the disorder affects learning in these children

Testing literacy educational software to develop design guidelines for children with Autism

Multimedia computer programs have been found to facilitate learning in children with Autistic Spectrum Disorders (ASD). However, the effectiveness of these resources is limited due to poor design or a lack of consideration of the ASD cognitive profile, particularly at the lower-functioning end of the spectrum. This paper attempts to tackle the problem of the lack of design guidelines, with the aim of facilitating the development of effective educational programs for children with severe ASD. The case study reported here evaluated two literacy educational computer programs, by observing five low-functioning children with ASD, compared to five neurotypical children (control cases). The two types of reading-support software contrasted in the study presented different characteristics. The children’s data analysed here concern observations of child-software interactive sessions based on video recordings and coded for attention deployment to each program, including motivation and engagement indicators. The results identify different patterns in the responses of the children with ASD when using the two types of software. On the basis of this case study and work by other authors, a set of guidelines is proposed, that are intended to help in designing effective educational programs for children with severe ASD. The guidelines emphasize a multi-disciplinary framework using methodologies from various research areas including software engineering, Human Computer Interaction (HCI), Child Computer Interaction (CCI), mental health, education and neuropsychology

A preliminary screening and characterization of suitable acids for sandstone matrix acidizing technique: a comprehensive review

Matrix acidizing is a broadly developed technique in sandstone stimulation to improve the permeability and porosity of a bottom-hole well. The most popular acid used is mud acid (HF–HCl). It is a mixture of hydrofluoric acid and hydrochloric acid. However, one of the conventional problems in sandstone acidizing is that mud acid faces significant issues at high temperature such as rapid rate of reaction, resulting in early acid consumption. This downside has given a negative impact to sandstone acidizing as it will result in not only permeability reduction, but can even extend to acid treatment failure. So, the aim of this study is to provide a preliminary screening and comparison of different acids based on the literature to optimize the acid selection, and targeting various temperatures of sandstone environment. This paper has comprehensively reviewed the experimental works using different acids to understand the chemical reactions and transport properties of acid in sandstone environment. The results obtained indicated that fluoroboric acid (HBF4) could be useful in enhancing the sandstone acidizing process, although more studies are still required to consolidate this conclusion. HBF4 is well known as a low damaging acid for sandstone acidizing due to its slow hydrolytic reaction to produce HF. This would allow deeper penetration of the acid into the sandstone formation at a slower rate, resulting in higher porosity and permeability enhancement. Nevertheless, little is known about the effective temperature working range for a successful treatment. Considering the pros and cons of different acids, particularly those which are associated with HF and HBF4, it is recommended to perform a comprehensive analysis to determine the optimum temperature range and effective working window for sandstone acidizing before treatment operation. Prior to sandstone acid stimulation, it is essential to predict the feasibility of acid selected by integrating the effects of temperature, acid concentration and injection rate. Therefore, this manuscript has thrown light into the research significance of further studies