Serious game for autism children: conceptual framework

Adly, Helmi; Noor, Helmi Adly Mohd; Shahbodin, Faaizah; Pee, Naim Che

doi:10.2495/icte131392

Cited by 4 publications

(3 citation statements)

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“…Game-based environments have the ability to create positive flow experiences to the learners enhancing the significance and effectiveness of using games in education (Adly et al, 2014;Hung et al, 2015). Flow is a state in which people "are completely involved in something to the point of forgetting time, fatigue, and everything else but the activity itself" (Csikszentmihalyi, 2014, p. 230).…”

Section: Game-based Learning and Simulation Games In Teacher Trainingmentioning

confidence: 99%

Emotional experiences in simulated classroom training environments

Stavroulia

Makri-Botsari

Psycharis

et al. 2016

The International Journal of Information and Learning Technology

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Purpose -Over the years, game-based learning approaches have been adapted in teaching and learning both to engage and motivate students during learning activities. Game technology, such as serious and simulation games, have been used as a new generation of training educational tools enhancing students' learning and academic performance. An important aspect in the evaluation of those methods is that it focusses particularly on cognitive learning outcomes, ignoring the significance of other processes including emotional aspects in game environments that also contribute significantly to learning, performance and motivation. The purpose of this paper is to present the empirical evidence of a research related to the emotional experiences of pre-service teachers, after the implementation of a simulated classroom environment during the semester. Design/methodology/approach -SimSchool classroom simulation was used for the training of pre-service teachers in classroom and for behavior management issues. The research took place at the Democritus University of Thrace (DUTH) and the School of Pedagogical and Technological Education (ASPETE), in Greece. This study aimed to gain insights related to the emotions that pre-service teachers experienced during the simulated activities. Findings -The results indicated that participants from DUTH experienced more negative and less positive emotions during the game including anxiety, nervousness, disappointment, insecurity, inability to deal with simSchool activities, defeat, dissatisfaction, fatigue, fear and stress. Moreover, the results revealed that ASPETE's participants experienced more positive and less negative emotions during playing with the simulation, including excitement, motivation and satisfaction. Originality/value -The related research on the use of games in teacher training is still at its infancy, the current research aimed to address teacher training through a simulated classroom environment and investigate the emotional experiences of pre-service teachers during simulated activities.

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Section: Game-based Learning and Simulation Games In Teacher Trainingmentioning

confidence: 99%

Emotional experiences in simulated classroom training environments

Stavroulia

Makri-Botsari

Psycharis

et al. 2016

The International Journal of Information and Learning Technology

View full text Add to dashboard Cite

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“…Autisme adalah gangguan otak pada perkembangan pervasif pada anak yang ditandai dengan adanya gangguan dan keterlambatan dalam bidang kognitif, imajinasi, bahasa, perilaku, komunikasi, dan interaksi sosial. 1 Gangguan autis menyerang bagian otak kecil yang memproduksi hormon, hal ini menyebabkan ketidakseimbangan neuro transmitter serotonin. Akibatnya transmisi pesan dari satu neuron ke neuron lain terhambat.…”

Section: Pendahuluanunclassified

“…Puzzle merupakan jenis gamifikasi, yang merupakan permainan yang bisa memberi stimulasi motivasi bagi anak untuk mengikuti seperti yang ada pada game tersebut, sehingga bisa menjadi terapi untuk peningkatan psikomotor dan perubahan perilaku. 1 Menurut Kurdi, gejala seperti kurang inisiatif, hiperaktivitas, gangguan tidur dan gangguan makan terjadi pada anak autis usia 0-12 bulan, tetapi tidak menutup kemungkinan terjadi juga pada masa usia pra sekolah dan sekolah, tetapi gejala ini tidak terlalu spesifik. Kurangnya inisiatif dalam melakukan kegiatan yang memiliki tujuan membuat anak autis menolak untuk diajarkan berbagai kegiatan rutinitas karena cenderung menyenangi kegiatan yang hanya mereka anggap menyenangkan.…”

Section: Pembahasanunclassified

E-Therapy Autism Child with Multimedia Approach (EAMA) sebagai Intervensi Perubahan Psikomotor dan Afektif pada Anak Autis

Migang¹,

Mahardhika²

2018

MKMI

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Autisme adalah gangguan otak pada perkembangan pervasif pada anak yang ditandai dengan adanya gangguan dan keterlambatan dalam bidang kognitif, imajinasi, bahasa, perilaku, komunikasi, dan interaksi sosial. Berdasarkan data Yayasan Autis Indonesia tahun 2013, di Kota Palangka Raya Kalimantan ada 250 ribu orang, 20% diantaranya atau sekitar 50.000 adalah anak-anak dan diperkirakan 100 anak menderita autism. E-Therapy Autism Child with Multimedia Approach (EAMA) merupakan e-therapy yang diciptakan oleh peneliti, di dalamnya memuat juga unsur e-learning. EAMA berupa software aplikasi multimedia, gabungan dan pengembangan dari terapi autis metode Applied Behavioral Analysis (ABA) dan Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH). EAMA memfasilitasi intervensi untuk afektif, dan peningkatan kemampuan psikomotor. Penelitian dilakukan di Sekolah Khusus Melati Ceria (SKMC) Kota palangka Raya, jumlah sampel 30 orang, dengan total sampling. Desain eksperimen murni dengan one group pre and post test yang mengukur tingkat kemampuan psikomotor dan afektif anak autis, sebelum dan sesudah intervensi dengan aplikasi EAMA dirancang oleh peneliti. Uji analisis statistik dengan wilcoxon. Hasil penelitian menunjukkan tingkat psikomotor, sebelum dan sesudah diberi metode EAMA (p=0,000<0,05) dan Z(-4,899), maka ada pengaruh metode EAMA dengan tingkat psikomotor sebelum dan sesudah pemberian metode EAMA. Pada tingkat afektif, diperoleh nilai (p=0,000<0,05) dengan nilai Z= -5,292, ada pengaruh pemberian metode EAMA dengan peningkatan nilai afektif pada anak autism

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The Impact of Technology on People with Autism Spectrum Disorder: A Systematic Literature Review

Valencia

Rusu

Quiñones

et al. 2019

Sensors

191

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People with autism spectrum disorder (ASD) tend to enjoy themselves and be engaged when interacting with computers, as these interactions occur in a safe and trustworthy environment. In this paper, we present a systematic literature review on the state of the research on the use of technology to teach people with ASD. We reviewed 94 studies that show how the use of technology in educational contexts helps people with ASD develop several skills, how these approaches consider aspects of user experience, usability and accessibility, and how game elements are used to enrich learning environments. This systematic literature review shows that the development and evaluation of systems and applications for users with ASD is very promising. The use of technological advancements such as virtual agents, artificial intelligence, virtual reality, and augmented reality undoubtedly provides a comfortable environment that promotes constant learning for people with ASD.

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Serious game for autism children: conceptual framework

Cited by 4 publications

References 0 publications

Emotional experiences in simulated classroom training environments

Emotional experiences in simulated classroom training environments

E-Therapy Autism Child with Multimedia Approach (EAMA) sebagai Intervensi Perubahan Psikomotor dan Afektif pada Anak Autis

The Impact of Technology on People with Autism Spectrum Disorder: A Systematic Literature Review

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