The purpose of this study was to design and test interactive multimedia games to enhance the emotional intelligence (EI) of deaf and hard of hearing (DHH) learners age 13 to 15 in Thailand. The main content of each of the six games focused on improving EI. The interactive multimedia game was tested with 10 DHH learners in a school for the deaf in the eastern part of Thailand over a 12-week period. The Thai Emotional Intelligence Screening Test (TEIST) served as a pre-and post-test. The results were analyzed using the Wilcoxon Signed-Rank test. The results of the study showed a significant improvement for emotional-self-control, empathy, problem-solving, self-regard, life-satisfaction, and peace in all participants. Overall results showed that the interactive multimedia games can have beneficial effects on the EI of DHH learners.
Children with (ASD) may respond well to web–based learning because computers can provide features such as repetition, visual stimuli and independent interactions that appeal to them. However, there has been limited testing of web-based learning especially outside of institutional settings. The study reported on in this paper involved the testing of open, web-based games and social stories for children with Autism Spectrum Disorder (ASD). The web-based learning was accessible by parents, teachers, health professionals and children in an institutional and home setting and consisted of four social stories and seven games housed in a website. Pre- and post-testing of the web-based learning took place over a three-month period with 10 children with ASD enrolled in a special-education center in North-Eastern Thailand. Testing was conducted using observation. Analysis involved descriptive statistics, parametric t-tests and Wilcoxon Signed-Rank tests. Results revealed improvement for all behaviors although not for all children. Implications include the need for future studies that rely on more participants and that focus on transferability of learned behaviors to real-life contexts. Future studies might also include longitudinal designs to determine sustainability of newly learned behaviors and the design of web-based environments that adapt to or are more specifically tailored to individual needs of children with ASD.
Various types of computer multimedia are used for education. It is questioned if autism could relieve or learn anything through this media. The sample group consisted of five autistic students, in the school, aged between 11-15 years old. Integrate art activities, game and folklore on computer multimedia were designed to be a tool for autistic learning. They were observed and tested to find out the result. After six weeks learning by integrated activities; art, game and folklore through computer multimedia, They all improved their abilities to learn about colors. Four in five autistics students' behaviors was improved in every aspect.
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