Using tangible user interfaces in computer-based training systems for low-functioning autistic children

Towards an expression recognition game to assist the emotional development of children with autism spectrum disorders

“…A consistent theme for children with ASDs is the need to keep the children engaged with the computer application by creating an attractive, simplistic and predictable design [Sitdhisanguan et al 2012]. Issues present in applications not specifically tailored to children with ASDs, as anything over complex will allow a child to give up easily and anything too plain will render the children bored of the activity.…”

“…The research undertaken in [Sitdhisanguan et al 2012] produced several guidelines pertaining to interface design for ASD applications. A narrative voice can be used to draw the attention of a child back to the game if no response is received for a certain time period, and this method is currently used in a number of existing ASD games, some of which were discussed in the previous section.…”

MusicApp um aplicativo para apoio às crianças autistas nas aulas de musicalização

“…Pesquisas relatam artefatos desenvolvidos para pessoas com Transtorno do Espectro do Autismo (TEA), que faz parte dos Transtornos Globais do Desenvolvimento (TGD) que é um grupo de síndromes que apresentam dificuldades na interação social, comunicação e imaginação [Lima e Castro, 2012], [Ribeiro et al 2013], [Silva et al 2013], [Sitdhisanguan et al 2012].…”

Transforming Pedagogical Approaches Using Tangible User Interface Enabled Computer Assisted Learning

“…The enactive level is that on which children's cognition is supported by motor action which can be whole body movement or fine motor movement [37][38][39]; vocational students learn logistics through bimanual manipulation while transferring from concrete action to symbol/ic level [28]; and medical students simulate surgery using bimanual manipulation and learn brain concepts while transferring from enactive experience to symbol/ic [40]. Iconic representations were applied by using TUI objects for manipulation [41], or virtual representations for tangible or intangible real life or hypothetical processes, solving real life problems. Both iconic representations are also applied in parallel [42].…”

“…Articles presenting TUIs for the learning of learners with special needs support the inclusion of learners with special needs in collaborative learning because they benefit from social context [18,27], facilitate cognitive development [18,27], and it assists their needs and accessibility requirements for learning [41].…”