List of Publications
There are numbers of autism related research can be found in Malaysia that generally focus on the ASD, learning disorder, communication aids, therapy and many more. The list of publications is provided below:
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2020 |
Khowaja, K; Banire, B; Al-Thani, D; Sqalli, M T; Aqle, A; Shah, A; Salim, S S Augmented reality for learning of children and adolescents with autism spectrum disorder (ASD): A systematic review Journal Article IEEE Access, 8 , pp. 78779-78807, 2020, ISSN: 21693536, (cited By 0). Abstract | Links | BibTeX | Tags: Adolescent, Augmented Reality, Autism Spectrum Disorders, Bibliographic Database, Children, Classroom Environment, Data Acquisition, Data Collection, Diseases, Evaluation Parameters, Information Services, Maintenance, Parameter Estimation, Research, Social Communications @article{Khowaja202078779, title = {Augmented reality for learning of children and adolescents with autism spectrum disorder (ASD): A systematic review}, author = {K Khowaja and B Banire and D Al-Thani and M T Sqalli and A Aqle and A Shah and S S Salim}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084863534&doi=10.1109%2fACCESS.2020.2986608&partnerID=40&md5=266b4a1de057baa6582f13eb62483811}, doi = {10.1109/ACCESS.2020.2986608}, issn = {21693536}, year = {2020}, date = {2020-01-01}, journal = {IEEE Access}, volume = {8}, pages = {78779-78807}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, abstract = {This paper presents a systematic review of relevant primary studies on the use of augmented reality (AR) to improve various skills of children and adolescents diagnosed with autism spectrum disorder (ASD) from years 2005 to 2018 inclusive in eight bibliographic databases. This systematic review attempts to address eleven specific research questions related to the learing skills, participants, AR technology, research design, data collection methods, settings, evaluation parameters, intervention outcomes, generalization, and maintenance. The social communication skill was the highly targeted skill, and individuals with ASD were part of all the studies. Computer, smartphone, and smartglass are more frequently used technologies. The commonly used research design was pre-test and post-test. Almost all the studies used observation as a data collection method, and classroom environment or controlled research environment were used as a setting of evaluation. Most of the evaluation parameters were human-assisted. The results of the studies show that AR benefited children with ASD in learning skills. The generalization test was conducted in one study only, but the results were not reported. The results of maintenance tests conducted in five studies during a short-term period following the withdrawal of intervention were positive. Although the effect of using AR towards the learning of individuals was positive, given the wide variety of skills targeted in the studies, and the heterogeneity of the participants, a summative conclusion regarding the effectiveness of AR for teaching or learning of skills related to ASD based on the existing literature is not possible. The review also proposes the research taxonomy for ASD. Future research addressing the effectiveness of AR among more participants, different technologies supporting AR for the intervention, generalization, and maintenance of learning skills, and the evaluation in the inslusive classroom environment and other settings is warranted. © 2013 IEEE.}, note = {cited By 0}, keywords = {Adolescent, Augmented Reality, Autism Spectrum Disorders, Bibliographic Database, Children, Classroom Environment, Data Acquisition, Data Collection, Diseases, Evaluation Parameters, Information Services, Maintenance, Parameter Estimation, Research, Social Communications}, pubstate = {published}, tppubtype = {article} } This paper presents a systematic review of relevant primary studies on the use of augmented reality (AR) to improve various skills of children and adolescents diagnosed with autism spectrum disorder (ASD) from years 2005 to 2018 inclusive in eight bibliographic databases. This systematic review attempts to address eleven specific research questions related to the learing skills, participants, AR technology, research design, data collection methods, settings, evaluation parameters, intervention outcomes, generalization, and maintenance. The social communication skill was the highly targeted skill, and individuals with ASD were part of all the studies. Computer, smartphone, and smartglass are more frequently used technologies. The commonly used research design was pre-test and post-test. Almost all the studies used observation as a data collection method, and classroom environment or controlled research environment were used as a setting of evaluation. Most of the evaluation parameters were human-assisted. The results of the studies show that AR benefited children with ASD in learning skills. The generalization test was conducted in one study only, but the results were not reported. The results of maintenance tests conducted in five studies during a short-term period following the withdrawal of intervention were positive. Although the effect of using AR towards the learning of individuals was positive, given the wide variety of skills targeted in the studies, and the heterogeneity of the participants, a summative conclusion regarding the effectiveness of AR for teaching or learning of skills related to ASD based on the existing literature is not possible. The review also proposes the research taxonomy for ASD. Future research addressing the effectiveness of AR among more participants, different technologies supporting AR for the intervention, generalization, and maintenance of learning skills, and the evaluation in the inslusive classroom environment and other settings is warranted. © 2013 IEEE. |
2019 |
Mubin, S A; Poh, Wee Ann M A Review on Gamification Design Framework: How They Incorporated for Autism Children Conference Institute of Electrical and Electronics Engineers Inc., 2019, ISBN: 9781728126104, (cited By 0). Abstract | Links | BibTeX | Tags: Design Frameworks, Diseases, Games, Gamification, Interaction Skills, Research @conference{Mubin2019, title = {A Review on Gamification Design Framework: How They Incorporated for Autism Children}, author = {S A Mubin and M Wee Ann Poh}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083182909&doi=10.1109%2fICRAIE47735.2019.9037765&partnerID=40&md5=186f6211ad75ac39b1deb57bc677afa1}, doi = {10.1109/ICRAIE47735.2019.9037765}, isbn = {9781728126104}, year = {2019}, date = {2019-01-01}, journal = {ICRAIE 2019 - 4th International Conference and Workshops on Recent Advances and Innovations in Engineering: Thriving Technologies}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, abstract = {This paper presents a review of the literature on gamification design frameworks. Gamification is a term that has been used recently to depict games application in other non-game field. However, there is no specific gamification framework designed for autism children in supporting their interaction skills. Before gamification process begin, it is very important to identify which frameworks or model exist and their main elements related to the scopes. Poor gamification design leads to the challenge to fulfill the research objectives, which aimed to enhance autism interaction skills among children. This review classifies existing methods and offers valuable insight on gamified solutions for autism children in supporting their interaction skills. © 2019 IEEE.}, note = {cited By 0}, keywords = {Design Frameworks, Diseases, Games, Gamification, Interaction Skills, Research}, pubstate = {published}, tppubtype = {conference} } This paper presents a review of the literature on gamification design frameworks. Gamification is a term that has been used recently to depict games application in other non-game field. However, there is no specific gamification framework designed for autism children in supporting their interaction skills. Before gamification process begin, it is very important to identify which frameworks or model exist and their main elements related to the scopes. Poor gamification design leads to the challenge to fulfill the research objectives, which aimed to enhance autism interaction skills among children. This review classifies existing methods and offers valuable insight on gamified solutions for autism children in supporting their interaction skills. © 2019 IEEE. |
2018 |
Khowaja, K; Al-Thani, D; Salim, S S 2018-October , Dechema e.V., 2018, ISSN: 20490992, (cited By 1). Abstract | Links | BibTeX | Tags: Artificial Intelligence, Autism Spectrum Disorders, Children with Autism, Comparison of Performance, Diseases, Game Prototypes, Games, Instruction Methods, Maintenance, Prototype, Research, Serious Games, Vocabulary Learning @conference{Khowaja2018288, title = {Vocabulary learning of children with autism spectrum disorder (Asd): From the development to an evaluation of serious game prototype}, author = {K Khowaja and D Al-Thani and S S Salim}, editor = {Ciussi M.}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058940806&partnerID=40&md5=02b800c8fa997482a73efac067b59fc9}, issn = {20490992}, year = {2018}, date = {2018-01-01}, journal = {Proceedings of the European Conference on Games-based Learning}, volume = {2018-October}, pages = {288-298}, publisher = {Dechema e.V.}, abstract = {The review of the literature has shown that despite the effectiveness of serious games in the learning of various skills of children with autism spectrum disorder (ASD), they have been underutilised for the learning of vocabulary among children with ASD. This paper presents the development and evaluation of a serious game prototype for the vocabulary learning of children with ASD. The serious game design framework, especially for children with ASD, was used as a basis to support from the design to the development of the prototype. This framework includes components from the ASD perspective and components used in the existing serious game design frameworks for typical children perspective and the game design in general. To elicit requirements on the ASD components (autism behaviours, instruction method, strategies, and modalities) of the framework, a detailed survey study was conducted with the teachers working at the schools or centres for children with ASD. The results of this study contributed to the development of a prototype. The single-subject research design (SSRD) was used as a research design for the evaluation of prototype and analyse its impact on the improvement of autism behaviours targeted in the prototype over the period of time. The evaluation of prototype was carried out in terms of the number of correct responses given, number of attempts made to identify the correct answer and time taken to identify the correct option. The comparison of performance from the baseline to intervention and maintenance using serious game prototype show that learning of vocabulary items among children with ASD improved after using the prototype and they retained items at the end of weeks 1 and 2 following the withdrawal of intervention. The number of attempts made reduced from the baseline to intervention and then remained the same during maintenance. The time taken to identify the correct answer marginally increased from the baseline to the intervention but reduced during the maintenance in comparison to the baseline. © 2018, Dechema e.V. All rights reserved.}, note = {cited By 1}, keywords = {Artificial Intelligence, Autism Spectrum Disorders, Children with Autism, Comparison of Performance, Diseases, Game Prototypes, Games, Instruction Methods, Maintenance, Prototype, Research, Serious Games, Vocabulary Learning}, pubstate = {published}, tppubtype = {conference} } The review of the literature has shown that despite the effectiveness of serious games in the learning of various skills of children with autism spectrum disorder (ASD), they have been underutilised for the learning of vocabulary among children with ASD. This paper presents the development and evaluation of a serious game prototype for the vocabulary learning of children with ASD. The serious game design framework, especially for children with ASD, was used as a basis to support from the design to the development of the prototype. This framework includes components from the ASD perspective and components used in the existing serious game design frameworks for typical children perspective and the game design in general. To elicit requirements on the ASD components (autism behaviours, instruction method, strategies, and modalities) of the framework, a detailed survey study was conducted with the teachers working at the schools or centres for children with ASD. The results of this study contributed to the development of a prototype. The single-subject research design (SSRD) was used as a research design for the evaluation of prototype and analyse its impact on the improvement of autism behaviours targeted in the prototype over the period of time. The evaluation of prototype was carried out in terms of the number of correct responses given, number of attempts made to identify the correct answer and time taken to identify the correct option. The comparison of performance from the baseline to intervention and maintenance using serious game prototype show that learning of vocabulary items among children with ASD improved after using the prototype and they retained items at the end of weeks 1 and 2 following the withdrawal of intervention. The number of attempts made reduced from the baseline to intervention and then remained the same during maintenance. The time taken to identify the correct answer marginally increased from the baseline to the intervention but reduced during the maintenance in comparison to the baseline. © 2018, Dechema e.V. All rights reserved. |
2016 |
Shminan, A S; Fauzan, N; Aren, M The intensity of the research activities on e learning for care givers of autistic children Conference Institute of Electrical and Electronics Engineers Inc., 2016, ISBN: 9781467366649, (cited By 1). Abstract | Links | BibTeX | Tags: Autism Intervention, Developmental Disorders, Direct Communications, Diseases, E-learning, E-learning Technology, Medical Computing, Nonverbal Communication, Personnel Training, Research, Telehealth, Web-Based @conference{Shminan2016, title = {The intensity of the research activities on e learning for care givers of autistic children}, author = {A S Shminan and N Fauzan and M Aren}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84967018440&doi=10.1109%2fICITSI.2015.7437682&partnerID=40&md5=8237166f73f04eecc5d141a283d6b5b9}, doi = {10.1109/ICITSI.2015.7437682}, isbn = {9781467366649}, year = {2016}, date = {2016-01-01}, journal = {2015 International Conference on Information Technology Systems and Innovation, ICITSI 2015 - Proceedings}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, abstract = {Autism, known as a spectrum disorder (ASD) is seen in early childhood or by three years of age. ASD is a neuro-developmental disorder characterized by deficits in social responsiveness, impairments in verbal and nonverbal communication. The purpose of this paper is to demonstrate the relevance of e-learning technology to the area of training the caregivers of autistic children. Our search focused on a number of data banks that contain numerous references to autism and home based treatment. Our results found only ten papers published since 2010 that met our criteria for inclusion. Six were demonstrations of e learning to teach caregivers and professionals the basics of applied behavior analysis and some techniques for skill training. The remainder of the studies fell into the telehealth category which involved direct communication between a professional and caregiver in the home. The studies suggest that home based service delivery is effective and offers both the social service system and parents considerable financial savings. The use of Web based platform (e learning and telehealth) is depicted as an aid to caregivers of autistic children. The need for more studies of the variables related to home based service delivery is noted. © 2015 IEEE.}, note = {cited By 1}, keywords = {Autism Intervention, Developmental Disorders, Direct Communications, Diseases, E-learning, E-learning Technology, Medical Computing, Nonverbal Communication, Personnel Training, Research, Telehealth, Web-Based}, pubstate = {published}, tppubtype = {conference} } Autism, known as a spectrum disorder (ASD) is seen in early childhood or by three years of age. ASD is a neuro-developmental disorder characterized by deficits in social responsiveness, impairments in verbal and nonverbal communication. The purpose of this paper is to demonstrate the relevance of e-learning technology to the area of training the caregivers of autistic children. Our search focused on a number of data banks that contain numerous references to autism and home based treatment. Our results found only ten papers published since 2010 that met our criteria for inclusion. Six were demonstrations of e learning to teach caregivers and professionals the basics of applied behavior analysis and some techniques for skill training. The remainder of the studies fell into the telehealth category which involved direct communication between a professional and caregiver in the home. The studies suggest that home based service delivery is effective and offers both the social service system and parents considerable financial savings. The use of Web based platform (e learning and telehealth) is depicted as an aid to caregivers of autistic children. The need for more studies of the variables related to home based service delivery is noted. © 2015 IEEE. |
2014 |
Adly, Helmi M N; Faaizah, S; Naim, C P Serious game for autism children: Conceptual framework Conference 58 VOL I , WITPress, 2014, ISSN: 17433517, (cited By 1). Abstract | Links | BibTeX | Tags: Autism, Communication Systems, Computer Games, Conceptual Framework, Diagnosis, Digital Games, Diseases, Education, Information Technology, Prototype Development, Research, Software Prototyping, Technical Solutions, Vision, Visual Perception @conference{HelmiAdly20141125, title = {Serious game for autism children: Conceptual framework}, author = {M N Helmi Adly and S Faaizah and C P Naim}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84903171670&doi=10.2495%2fICTE131392&partnerID=40&md5=ce514b70cd03f5ce4a27685992a45b17}, doi = {10.2495/ICTE131392}, issn = {17433517}, year = {2014}, date = {2014-01-01}, journal = {WIT Transactions on Information and Communication Technologies}, volume = {58 VOL I}, pages = {1125-1132}, publisher = {WITPress}, abstract = {An organized conceptual framework is an important component to acquired better understanding of prototype development. At this time, a systematic diagnose has been developed to assess visual perception problem for autism children. However, the method for diagnosing is still conducted manually and hands-on technique. In this paper, we present a conceptual framework to diagnose and assessing visual perception problem for autism children by using serious digital game. It will be used as a reference to construct a prototype using Adobe Flash software. This framework will be a technical solution from intervention to improve visual perception skills among autism children. The outcome from this research framework can be used for educational area and medical field. © 2014 WIT Press.}, note = {cited By 1}, keywords = {Autism, Communication Systems, Computer Games, Conceptual Framework, Diagnosis, Digital Games, Diseases, Education, Information Technology, Prototype Development, Research, Software Prototyping, Technical Solutions, Vision, Visual Perception}, pubstate = {published}, tppubtype = {conference} } An organized conceptual framework is an important component to acquired better understanding of prototype development. At this time, a systematic diagnose has been developed to assess visual perception problem for autism children. However, the method for diagnosing is still conducted manually and hands-on technique. In this paper, we present a conceptual framework to diagnose and assessing visual perception problem for autism children by using serious digital game. It will be used as a reference to construct a prototype using Adobe Flash software. This framework will be a technical solution from intervention to improve visual perception skills among autism children. The outcome from this research framework can be used for educational area and medical field. © 2014 WIT Press. |
2012 |
Yee, H S S Mobile technology for children with autism spectrum disorder: Major trends and issues Conference 2012, ISBN: 9781467323895, (cited By 17). Abstract | Links | BibTeX | Tags: Assistive Technology, Autism, Computer Technology, Diseases, E-learning, Mobile Devices, Mobile Technology, Mobile Telecommunication Systems, Research, Trends @conference{Yee20126, title = {Mobile technology for children with autism spectrum disorder: Major trends and issues}, author = {H S S Yee}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84874045323&doi=10.1109%2fIS3e.2012.6414954&partnerID=40&md5=7ce6fc2bfa0651860ccbc3b48c67e1eb}, doi = {10.1109/IS3e.2012.6414954}, isbn = {9781467323895}, year = {2012}, date = {2012-01-01}, journal = {2012 IEEE Symposium on E-Learning, E-Management and E-Services, IS3e 2012}, pages = {6-10}, abstract = {Mobile devices had gained popularity among the special needs community. These mobile devices are the new and cool gadgets to be seen with, unlike the óld', complex and 'I-am-not-normal-looking' assistive devices. These mobile devices were said to serve as a communication device in the pocket, a learning device on the go and even a lifesaver for some. Among the features are its flexible multimedia content and storage, portability, mobility and affordability. The touch screen interface makes it appealing and simple to use, particularly for those who have weak fine motor skills. It offers practical communication solutions for autistic persons in relating to their families and others in the community. The flexibility and the advanced capabilities of mobile technology are opening new opportunities for further research in the area of computer-based intervention for children with ASD. Several anecdotal reports gave an early indication of the immense possibilities of how these devices could play a significant role in enhancing the quality of life of the children with ASD and their families. There is definitely lack of published research studies on the use of mobile technology with children with ASD. Due to the growing popularity of adopting mobile devices as assistive devices, more in depth research in warranted. © 2012 IEEE.}, note = {cited By 17}, keywords = {Assistive Technology, Autism, Computer Technology, Diseases, E-learning, Mobile Devices, Mobile Technology, Mobile Telecommunication Systems, Research, Trends}, pubstate = {published}, tppubtype = {conference} } Mobile devices had gained popularity among the special needs community. These mobile devices are the new and cool gadgets to be seen with, unlike the óld', complex and 'I-am-not-normal-looking' assistive devices. These mobile devices were said to serve as a communication device in the pocket, a learning device on the go and even a lifesaver for some. Among the features are its flexible multimedia content and storage, portability, mobility and affordability. The touch screen interface makes it appealing and simple to use, particularly for those who have weak fine motor skills. It offers practical communication solutions for autistic persons in relating to their families and others in the community. The flexibility and the advanced capabilities of mobile technology are opening new opportunities for further research in the area of computer-based intervention for children with ASD. Several anecdotal reports gave an early indication of the immense possibilities of how these devices could play a significant role in enhancing the quality of life of the children with ASD and their families. There is definitely lack of published research studies on the use of mobile technology with children with ASD. Due to the growing popularity of adopting mobile devices as assistive devices, more in depth research in warranted. © 2012 IEEE. |
Shamsuddin, S; Yussof, H; Ismail, L; Hanapiah, F A; Mohamed, S; Piah, H A; Zahari, N I Initial response of autistic children in human-robot interaction therapy with humanoid robot NAO Conference 2012, ISBN: 9781467309615, (cited By 103). Abstract | Links | BibTeX | Tags: Anthropomorphic Robots, Autism Spectrum Disorders, Autistic Children, Children with Autism, Developmental Disorders, Diseases, Human Computer Interaction, Human Robot Interaction, Humanoid Robot, Man Machine Systems, Pilot Experiment, Rehabilitation Robotics, Research, Robotics, Signal Processing, Visual Systems @conference{Shamsuddin2012188, title = {Initial response of autistic children in human-robot interaction therapy with humanoid robot NAO}, author = {S Shamsuddin and H Yussof and L Ismail and F A Hanapiah and S Mohamed and H A Piah and N I Zahari}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84861537641&doi=10.1109%2fCSPA.2012.6194716&partnerID=40&md5=32572eb3ebc7d201c02a90908128ae28}, doi = {10.1109/CSPA.2012.6194716}, isbn = {9781467309615}, year = {2012}, date = {2012-01-01}, journal = {Proceedings - 2012 IEEE 8th International Colloquium on Signal Processing and Its Applications, CSPA 2012}, pages = {188-193}, abstract = {The overall context proposed in this paper is part of our long-standing goal to contribute to a group of community that suffers from Autism Spectrum Disorder (ASD); a lifelong developmental disability. The objective of this paper is to present the development of our pilot experiment protocol where children with ASD will be exposed to the humanoid robot NAO. This fully programmable humanoid offers an ideal research platform for human-robot interaction (HRI). This study serves as the platform for fundamental investigation to observe the initial response and behavior of the children in the said environment. The system utilizes external cameras, besides the robot's own visual system. Anticipated results are the real initial response and reaction of ASD children during the HRI with the humanoid robot. This shall leads to adaptation of new procedures in ASD therapy based on HRI, especially for a non-technical-expert person to be involved in the robotics intervention during the therapy session. © 2012 IEEE.}, note = {cited By 103}, keywords = {Anthropomorphic Robots, Autism Spectrum Disorders, Autistic Children, Children with Autism, Developmental Disorders, Diseases, Human Computer Interaction, Human Robot Interaction, Humanoid Robot, Man Machine Systems, Pilot Experiment, Rehabilitation Robotics, Research, Robotics, Signal Processing, Visual Systems}, pubstate = {published}, tppubtype = {conference} } The overall context proposed in this paper is part of our long-standing goal to contribute to a group of community that suffers from Autism Spectrum Disorder (ASD); a lifelong developmental disability. The objective of this paper is to present the development of our pilot experiment protocol where children with ASD will be exposed to the humanoid robot NAO. This fully programmable humanoid offers an ideal research platform for human-robot interaction (HRI). This study serves as the platform for fundamental investigation to observe the initial response and behavior of the children in the said environment. The system utilizes external cameras, besides the robot's own visual system. Anticipated results are the real initial response and reaction of ASD children during the HRI with the humanoid robot. This shall leads to adaptation of new procedures in ASD therapy based on HRI, especially for a non-technical-expert person to be involved in the robotics intervention during the therapy session. © 2012 IEEE. |