ICT Based Learning Solutions for Children with ASD: A Requirement Engineering Study

Abstract

"This research explores the explicit requirements to design and develop ICTbased learning solutions for children with Autism Spectrum Disorder (ASD). A requirement elicitation study has been conducted for six weeks of the study’s in Pune, India. The study sample size is fifteen (N=15), with an age limit between five to twelve years old. All the participants have been diagnosed with ASD and undergoing a skills development process in the same institution for at least six months. The outcomes of this research are tri-fold. Firstly, identify the twelve explicit requirements to design and develop ICT-based learning solutions considering the challenges due to autism. Secondly, conformity to the existing Multi Agent based Persuasive Education (MAPE) model with revealed requirements. Thirdly, propose an Internet of Things (IoT) based framework to observe and record the learning performance of ASD-affected children. The unique contribution of this study is to develop a Level-5 IoT framework to incorporate the requirements revealed through the participatory design approach for implementing ICT-based learning solutions. The proposed framework forms the basis for developing a dataset to identify the learning patterns and new requirements for ASD-affected children through Artificial Intelligence (AI) and Machine Learning (ML)."

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

“…As highlighted by the authors of [6], [35], [42], and [60], visual elements (videos and pictures) are of great importance for people with ASD due to mainly having a visual learning style. As for the colors, it is preferable to use bright colors that attract attention and maintain a considerable contrast between the background and the texts or images displayed [35], [43]. Reference [16] also, suggest using a few colors and real pictures to maintain the users' attention.…”

“…In this context, a study [58] showed that children with ASD respond better regarding eye fixation to the presentation of cartoons in a social environment than natural stimuli. Some techniques that have been successful in the intervention of people with ASD and that also highlight the use of visual elements are TEACCH (Treatment and Education of Autism and Related Communication-handicapped Children) and PECS (Picture Exchange Communication System) [35], [40], [42].…”

Determinants of Technological Interventions for Children With Autism - A Systematic Review

“…The last determinant is the acquaintances of the caregivers in the intervention process. The caregivers (parents/teachers/therapists) required to observe the learning outcomes/effects of the learning tool (Hasan & Nene, 2022b). Caregivers need to have a joint participation with the children with ASD to execute the learning systems/ applications.…”

“…AI and megaliter based learning tools increase the performance monitoring scope (Farzana et al, 2021). It helps the caregivers (parents/teachers/therapists) and researchers to identify the appropriate requirements for the development of individuals with Autism (Farzana et al, 2021; Hasan & Nene, 2022b).…”

“…The symptoms of ASD affected children are: failing to follow instructions, repeated behaviour, avoiding eye contact, poor social skills, inability to comprehend other people’s emotions and inability to focus on a task for a long period (Farzana et al, 2021; Hasan & Nene, 2022d; Ke et al, 2018; Ramdoss et al, 2012). The technology based learning system has emerged into the field of learning for children with ASD (Hasan & Nene, 2022b; Syriopoulou-Delli & Stefani, 2021). Various technologies like robot, virtual reality, augmented reality, video modeling, smartphone, computer programs, mobile applications have already been used in the development of different skills like reading, writing, communication, social behaviour, daily living and vocabulary learning (Dechsling et al, 2021; Desideri et al, 2020; Montes et al, 2023).…”