Design of Cyber-Human Frameworks for Immersive Learning

Gupta, Akhil; Cecil, J.; Tapia, Oscar; Sweet-Darter, Mary

doi:10.1109/smc.2019.8914205

Cited by 4 publications

(3 citation statements)

References 28 publications

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“…By incorporating these metrics, the researchers aimed to achieve insight into mutual attentiveness dynamics in kids with ASD and the robot, shedding light on potential areas for advancement and intervention in enhancing joint attention skills. 8 [30] 2019 Virtual reality tool design…”

Section: Resultsmentioning

confidence: 99%

A Survey on E-Learning Recommendation Systems for Autistic People

Rathod,

Goudar,

Kulkarni

et al. 2024

IEEE Access

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Autism, also known as Autism Spectrum Disorder (ASD) or Asperger's syndrome, has an impact on cognition, social relationships, and behaviour. Based on these characteristics and their learning interests, e-learning recommendation systems attempt to provide personalized recommendations. This may enhance the learning ability of individuals with ASD. However, some technological challenges limit the ability of the population to use support scenarios and prevent efficient learning. This study tries to review elearning recommender systems for individuals with ASD. The main identified aspects are 1) a lack of design principles while building customized e-learning platforms for those with ASD, 2) technological limitations to developing recommender systems for e-learning, and 3) suggestions that reduce field limitations. The studies additionally discovered that social communication and psychological abilities had the greatest focus of study. A small number of studies mentioned the participant's ASD level, the majority of the articles highlighted the beneficial effects of designing a content-based recommender system specifically for those with ASD.

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Section: Resultsmentioning

confidence: 99%

A Survey on E-Learning Recommendation Systems for Autistic People

Rathod,

Goudar,

Kulkarni

et al. 2024

IEEE Access

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“…The experts in the context of ASD contribute substantially to the different processes of design, construction, and validation of the systems created for [46]. Therefore, all agents that coexist around a person with ASD get involved in creating and validating technological tools for education.…”

Section: Rq2 How Do Learning Ecologies Influence the Formation Of E-l...mentioning

confidence: 99%

“…References [45] suggest that long-term evaluation of the system in a classroom or group therapy setting should be considered to assess its effectiveness as an intervention tool. In the case of [46], the tests applied to children with ASD were under development, and only a previous evaluation was developed that showed potentially positive results.…”

Section: B Challengesmentioning

confidence: 99%

E-Learning Ecosystems for People With Autism Spectrum Disorder: A Systematic Review

2023

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E-Learning Ecosystems (ELE) offer excellent opportunities to manage teaching activities by incorporating state-of-the-art technologies, practices, and professional support, as well as learning and assessment resources that can be adaptive. Therefore, it can help people with disabilities or conditions such as Autism Spectrum Disorder (ASD) to develop skills. However, some technological factors prevent this population's implementation of support scenarios and hinder the proper learning process. This paper systematically reviews relevant studies on E-Learning Ecosystems for people with ASD, identifying the influence of Information and Communication Technologies (ICT) on forming ELE and the technological barriers that affect their development and appropriate use on people with ASD. This work conducted a systematic review using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology, including a search of five scientific literature databases from 2017 to 2022. The main aspects identified were 1) a shortage in design guides for the implementation of e-learning ecosystems adapted for people with ASD, 2) technological barriers that prevent the development of ELE, and 3) recommendations that help to mitigate the limitations of this field. In addition, the authors identified that the skills with the most significant focus of interest were social, communicative, and cognitive. The most implemented technologies include virtual and augmented reality or mobile applications. Most studies involved children with ASD between 8 and 15 years, followed by works with children between 5 to 8 years. Very few researches linked adults with ASD. Very few studies mention the ASD level of the participants, but most highlight the positive results of implementing ICT in training processes.

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Adaptive E-learning to Improve Communicative Skills of Learners with Autism Spectrum Disorder Using Eye Tracking and Machine Learning

Lhafra,

Abdoun

2024

Lecture Notes in Networks and Systems

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Design of Cyber-Human Frameworks for Immersive Learning

Cited by 4 publications

References 28 publications

A Survey on E-Learning Recommendation Systems for Autistic People

A Survey on E-Learning Recommendation Systems for Autistic People

E-Learning Ecosystems for People With Autism Spectrum Disorder: A Systematic Review

Adaptive E-learning to Improve Communicative Skills of Learners with Autism Spectrum Disorder Using Eye Tracking and Machine Learning

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