dmTEA: Mobile Learning to Aid in the Diagnosis of Autism Spectrum Disorders

Cabielles-Hernández, David; Pérez, José Manuel Errasti; Paule-Ruiz, MPuerto; Álvarez-García, Víctor M.; Fernández-Fernández, Samuel

doi:10.1007/978-3-319-11200-8_3

Cited by 4 publications

(3 citation statements)

References 9 publications

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“…It is designed based on kinesthetic learning style theory, interviews regarding teachers' experiences applying traditional astronomy teaching methods, and the use of AR to support astronomical observation instruction [72] Lifelong learning hub This is a mobile seamless tool for SRL that aims to cover lifelong learners' learning process: feedback, learning activities across locations, linking between learning activities and everyday life, incompatibility between near field communication tags and readers [73] dmTEA The tool deploys the inventory of the autist spectrum [74] in order to allow both behavior evaluation and modelling of students on the autism spectrum by means of 12 dimensions which are the main disorders that define it [75] Interactive dashboards The tool should be created to display information and assist teachers in real time, as well as for research purposes and decision-making with the aim at maximizing teacher's time which become diffused in u-learning scenarios [76] Collaborative mobile learning…”

Section: Conceptual and Empirical Workmentioning

confidence: 99%

A Revision of the Literature Concerned with Mobile, Ubiquitous, and Pervasive Learning: A Survey

Peña-Ayala

Cárdenas

2015

Advances in Intelligent Systems and Computing

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This chapter tailors a perspective of the work fulfilled in three learning research lines, which besides holding many common attributes also tend to converge to shape mobile, ubiquitous, and pervasive sceneries. Such a junction pursues to spread the traditional classroom and distance settings to open environments, as well as use the surrounding physical and digital objects as learning content that is available to learners at anytime, anywhere, and in any way. In sum, a complete learning environment is recreated to provide formal and informal learning to support academic studies, professional training, and lifelong learning. Thus, in this chapter a description of the mobile, ubiquitous, and pervasive learning (MUP-Learning) arena is presented through the selection of a sample of recent and transcendent works that offer from a conceptual contribution, such as models and frameworks, even empirical approaches oriented to specific domains of study. The sample of works is characterized according to a proposed pattern, as well as organized according to a suggested taxonomy. A profile to describe each work is also stated and a series of statistics are presented, as well as an analysis of the arena is provided to understand the potential and challenges related to the MUP-Learning field.

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Section: Conceptual and Empirical Workmentioning

confidence: 99%

A Revision of the Literature Concerned with Mobile, Ubiquitous, and Pervasive Learning: A Survey

Peña-Ayala

Cárdenas

2015

Advances in Intelligent Systems and Computing

View full text Add to dashboard Cite

show abstract

“…Based on the previously-mentioned characteristics and applications, we have focused on developing the dmTEA application [9], [27], which builds on the activities specifically related to autism patterns [25]. dmTEA is an evaluation and diagnosis tool for autism which includes a set of learning activities based on the IDEA [8] inventory using, for this purpose, mobile technology.…”

Section: Dmtea: Application For the Diagnosis Of Asdmentioning

confidence: 99%

“…It is within this educational context that we developed the dmTEA [9] technology. It allows to carry out, in the classroom, some evaluation of users on autism spectrum, and it may be adapted to specific needs by means of different activities.…”

Section: Introductionmentioning

confidence: 99%