No Limit: A Down Syndrome Children Educational Game

Shalash, Wafaa M.; AlTamimi, Sofana; Abdu, Eman; Barom, Ayat

doi:10.1109/gem.2018.8516519

Cited by 11 publications

(7 citation statements)

References 8 publications

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“…Twelve studies incorporated either Kinect, Leap Motion Controller (LMC) or a sensor board in game-based learning. Nine studies focused on enhancing learners' physical ability, motor skill, hand–eye coordination, and motion control (Ojeda-Castelo et al, 2018 ; Shalash et al, 2018 ; Kang and Chang, 2019 ). Five used game-based learning to reinforce cognitive skills (Cai et al, 2018 ; Kosmas et al, 2018 ), while three adopted game-based learning to improve learners' concentration level (Kuswardhana et al, 2015 ; Rahmadiva et al, 2019 ).…”

Section: Resultsmentioning

confidence: 99%

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

et al. 2022

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The design, implementation, and outcome of game-based learning for learners with disabilities have not been sufficiently examined systematically. Particularly, learner-based and contextual factors, as well as the essential roles played by various stakeholders, have not been addressed when game-based learning applications are used in special education. Therefore, a systematic literature review using the Activity Theory (AT) was conducted to analyse studies about game-based learning for learners with disabilities. Content analysis of 96 studies reported relevant information with respect to each activity component—(a) subject (learners with disabilities), (b) technology (game-based learning applications), (c) object (target skills or behaviours), (d) rules (implementation procedure and performance measures), (e) community (learners with disabilities, special education professionals, and parents), (f) division of labour (among learners, professionals, and parents) and (g) outcome (performance of target skills or behaviours). Furthermore, this study identified existing gaps from the reviewed studies, including occasional lack of parental engagement, difficulty of standardising performance measures due to the heterogeneity of learner profiles and contradictions (e.g., opposing views among experts on the role of educational games in social interactions). Finally, recommendations were made under each activity component. The study concluded that both general and domain-specific guidelines should be created for each disability category proposed in this review to assist practitioners who wish to use game-based learning with learners with disabilities.

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Section: Resultsmentioning

confidence: 99%

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

et al. 2022

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“…The adoption of ICT is widely recognized to have a high potential to provide opportunities for social inclusion [ 52 ]. Specifically considering children with disabilities, technological tools can be used for different purposes, and they range from education (school e-inclusion) [ 53 ] and rehabilitation [ 54 ] to playful and entertaining activities [ 55 ]. Motor, cognitive, sensory, communicative, learning, social, and leisure skills are some of the main skills that can be improved via the exploitation of technology in different activities, including playing and entertainment.…”

Section: Ict As a Support For The Aba Modelmentioning

confidence: 99%

ICT Framework for Supporting Applied Behavior Analysis in the Social Inclusion of Children with Neurodevelopmental Disorders

Jayousi

Martinelli

Lucattini

et al. 2023

Sensors

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The applied behavior analysis (ABA) model emphasizes observable and measurable behaviors by carrying out decision making using experimental data (behavioral observation assessment strategies). In this framework, information and communication technology (ICT) becomes highly suitable for enhancing the efficiency and effectiveness of the methodology. This paper aims to delve into the potential of ICT in providing innovative solutions to support ABA applications. It focuses on how ICT can contribute to fostering social inclusion with respect to children with neurodevelopmental disorders. ICT offers advanced solutions for continuous and context-aware monitoring, as well as automatic real-time behavior assessments. Wireless sensor systems (wearable perceptual, biomedical, motion, location, and environmental sensors) facilitate real-time behavioral monitoring in various contexts, enabling the collection of behavior-related data that may not be readily evident in traditional observational studies. Moreover, the incorporation of artificial intelligence algorithms that are appropriately trained can further assist therapists throughout the different phases of ABA therapy. These algorithms can provide intervention guidelines and deliver an automatic behavioral analysis that is personalized to the child’s unique profile. By leveraging the power of ICT, ABA practitioners can benefit from cutting-edge technological advancements to optimize their therapeutic interventions and outcomes for children with neurodevelopmental disorders, ultimately contributing to their social inclusion and overall wellbeing.

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“…Upper limb motor skills are mainly developed in the "Collect Coins Game", as s/he turns his/her body left and right to collect the coins that are distributed on the street. The game uses Avatar Kinect, which simulates the child's movement, starting from mild aerobic activities, to enjoyable strength activities, which become, progressively, more challenging, as the child gets stronger [45].…”

Section: Video Games To Enhance Literacy Cognitive and Fine Motor Skillsmentioning

confidence: 99%

“…The immediate reward, in line with the behaviorism theory, keeps their motivation undiminished, until the end of the game [45]. ➢ Usually, the game includes a list of positive feedback for each successful attempt and words of encouragement, when there is a mistake or failure, as they are very sensitive to negative comments.…”

mentioning

confidence: 99%

Digital Games for Down Syndrome Children’s Language and Cognitive Development

Karagianni

Drigas

2022

TSSJ

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Down syndrome is considered to be one of the most prevalent genetic causes of intellectual disability, derived from chromosomal disorder, which accounts for dysfunctions in many organs and has a characteristic phenotype, which consists of physical and behavioral features. Many studies have shown that language is one of the most impaired areas of function in Down syndrome and perhaps, the highest barrier for their substantial inclusion into formal education and community. Τhe aim of this paper is to investigate the specific features of this linguistic phenotype, presenting the strengths and weaknesses of their language, as well as the factors that contribute to their formation, compared to normally developing children. In addition, it scopes to highlight the role of educational mobile apps, as innovative and interactive tools for the developmental learning of Down syndrome children. The results of the research indicate that their language goes through the same, with typical development sequences, but progressively erases a slowing trajectory and results in lower performance. However, the use of digital games, especially virtual reality video games, can, significantly, improve their cognitive and fine mobile functioning and also the acquisition of literacy, language and math skills, in order to upgrade their quality of life.

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No Limit: A Down Syndrome Children Educational Game

Cited by 11 publications

References 8 publications

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

ICT Framework for Supporting Applied Behavior Analysis in the Social Inclusion of Children with Neurodevelopmental Disorders

Digital Games for Down Syndrome Children’s Language and Cognitive Development

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