Extending VITHEA in Order to Improve Children’s Linguistic Skills

Mendonça, Vânia

doi:10.1007/978-3-319-41552-9_1

Cited by 6 publications

(3 citation statements)

References 16 publications

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“…It is clear that when there is no reinforcement, the participant does not hit any question after four consecutive attempts. This study shows us that the presence of reinforcement is relevant and can indicate a positive point for learning, but Mendonça (2016) [17] does not use methods to design and validate the insertion of reinforcement in its approach, as presented in this paper through the gamification design. It can also be observed that this study does not use Psychology's intervention method when developing its approach, unlike this paper that is supported by DTT.…”

Section: Related Workmentioning

confidence: 93%

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Effects of a collaborative gamification on learning and engagement of children with Autism

Ribeiro Silva,

Maciel Toda,

Chalco Challco

et al. 2024

Univ Access Inf Soc

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Gamification, i.e., the use of game elements in non-game contexts, is an effective tool to help children learn using educational technologies. When properly utilized together with pedagogical approaches that foster students' interactions with learning materials, gamification has consistently been shown to increase students' participation, motivation, engagement, and learning gains. Nevertheless, when we consider children with autism, there is little evidence about the benefits of gamification for learning. In addition, to develop gamified educational technologies for this public, it is necessary to know a method of psychology, and few practitioners in this area have this knowledge. A collaborative design in which the collaborators come from different knowledge backgrounds, known as co-design, may deal with this issue. We conducted a single-subject design experiment to assess the effect of a gamified co-design. In this co-design, one practitioner in game design and two psychology experts in autism elaborated a prototype of an application, and DTT (Discrete Trial Training) approach was used to support the learning activities. DTT is a psychology method that demonstrated effectivity in children with autism, and it Article Title is based on the use of response to stimuli through repetition and reinforcement. Findings indicated that the developed prototype fosters correct answers, reduces undesired behaviors, follows ABA (Applied Behavior Analysis) skills, and presents positive behaviors. We concluded that codesign is a promising approach to be used in gamification in a context that requires expert knowledge, as ASD (Autism Spectrum Disorder).

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Section: Related Workmentioning

confidence: 93%

“…Two reinforcements are used, audio and video. Mendonça (2016) [17] presents a platform on which caregivers create activities according to the individual characteristics of each child. An initial study was conducted with a male child who has autism and is 7-years-old.…”

Section: Related Workmentioning

confidence: 99%

Effects of a collaborative gamification on learning and engagement of children with Autism

Ribeiro Silva,

Maciel Toda,

Chalco Challco

et al. 2024

Univ Access Inf Soc

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“…In a similar direction, a recommendation based Android application [78] targets to facilitate coordination among therapists, children, and parents; along with helping the children pleasantly perform their activities; and a recommendation system for proposing suitable, essential, and enjoyable activities using Case-Based Reasoning (CBR) for each child where "Diary" interface ease therapist's task of record-keeping and parents can monitor their child progress and to comprehend child development "Analytics" interface provide statistical information to parents and therapists. Moreover, to save special educators time of creating content and comply with the requirements of each child, "VITHEA-Kids" [79] builds on the framework of "VITHEA" [80], it represents a specific kind of exercises: multiple choice activities promoting the development of vocabulary and/or the improved generalization capabilities, most used in applications for children with ASD. Creating numerous exercises will be a time-intensive task for caregivers, a module is incorporated supporting automatic exercise content formation (e.g., query, stimulus, right answer, including distractors).…”

Section: F Artificial Intelligence (Ai) and Machine Learning (Ml) Based Applicationsmentioning

confidence: 99%

Technological Evolvement in AAC Modalities to Foster Communications of Verbally Challenged ASD Children: A Systematic Review

et al. 2024

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Augmentative and Alternative Communication (AAC) emerged as a combination of methods or strategies that constitute any device, such as Speech Generating Device (SGD), Program (mobile applications), Procedure (PECS, Picture Exchange Communication System), which enhances individual's communication ability. Autism Spectrum Disorder (ASD) is a spectrum of comprehensive neurodevelopment disorder that leads to speech impairments, repetitive behavior, and social communication difficulties; therefore, it is imperative to underscore that at the core of all impediments are communication impairment. This article represents a systematic review of research initiatives that investigate multi-modal AAC strategies and functionality, features of mobile applications to reinforce communication and communal skills in verbally challenged ASD children because other researches are focused only on low or high-tech AAC or interventions to provide insights on ASD children respond to a particular approach. Following the PRISMA method, a total of 60 (January 2015 to October 2020) research articles were reviewed, indexed by Springer, Science Direct, Scopus, ACM, IEEE databases, and published in the AAC journal. The selected research articles are categorized into different themes where most of them focused on interactive mobile applications to improve emotional, social, learning, and overall communication skills in verbally challenged ASD children. This systematic review provides an outline of the paradigm shift in AAC modalities from PECS to Artificial Intelligence (AI), Machine Learning (ML), and Augmented Reality (AR) based applications. It opens up underline future opportunities to integrate intelligent analytics features in mobile applications to strengthen communication skills in verbally undermined ASD children. INDEX TERMSAugmentative and Alternative Communication(AAC), Autism Spectrum Disorder(ASD), Mobile Applications, Machine Learning (ML), Artificial Intelligence(AI), Augmented Reality(AR).

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