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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2018 |
Wahdi, Abdul E V F; Dzulkifli, M A The effectiveness of computer-assisted instruction in vocabulary learning Conference Institute of Electrical and Electronics Engineers Inc., 2018, ISBN: 9781538675250, (cited By 0). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Children with Autism, Computer Aided Instruction, Computer Assisted Instruction, Diseases, E-learning, Language, Vocabulary Learning @conference{AbdulWahdi2018219, title = {The effectiveness of computer-assisted instruction in vocabulary learning}, author = {E V F Abdul Wahdi and M A Dzulkifli}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060451986&doi=10.1109%2fICT4M.2018.00048&partnerID=40&md5=81d87b5f8564c0edb66e7ece650154cd}, doi = {10.1109/ICT4M.2018.00048}, isbn = {9781538675250}, year = {2018}, date = {2018-01-01}, journal = {Proceedings - International Conference on Information and Communication Technology for the Muslim World 2018, ICT4M 2018}, pages = {219-226}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, abstract = {The present study aimed to examine the effectiveness of computer-assisted instruction (CAI) on vocabulary learning for children with Autism Spectrum Disorder (ASD) who are non-native English speakers. A lack of educational strategies may hinder the children from benefitting the most from their education. Previous literature has demonstrated that CAI can be effective in enhancing language development. However, research on the applicability of CAI in the Malaysian context whom majority are non-native English speakers is limited. 29 children with ASD aged four to seven were recruited through purposive sampling from two branches of an autism centre. The present study employed an experimental mixed-design in which the children were assigned to two groups which are CAI and a control group (non-CAI) based on the centre they attended. The CAI group used computer with software program of First Word II while the control group received the conventional teaching instruction. Results of a 2 x 2 mixed ANOVA indicate that there were significant main effects of time (i.e., pre and post intervention) on both participants' receptive and expressive vocabulary learning. Potential explanations of these findings were discussed in this study. Implications, strengths, limitations, and recommendations for future research were also discussed. © 2018 IEEE.}, note = {cited By 0}, keywords = {Autism Spectrum Disorders, Children with Autism, Computer Aided Instruction, Computer Assisted Instruction, Diseases, E-learning, Language, Vocabulary Learning}, pubstate = {published}, tppubtype = {conference} } The present study aimed to examine the effectiveness of computer-assisted instruction (CAI) on vocabulary learning for children with Autism Spectrum Disorder (ASD) who are non-native English speakers. A lack of educational strategies may hinder the children from benefitting the most from their education. Previous literature has demonstrated that CAI can be effective in enhancing language development. However, research on the applicability of CAI in the Malaysian context whom majority are non-native English speakers is limited. 29 children with ASD aged four to seven were recruited through purposive sampling from two branches of an autism centre. The present study employed an experimental mixed-design in which the children were assigned to two groups which are CAI and a control group (non-CAI) based on the centre they attended. The CAI group used computer with software program of First Word II while the control group received the conventional teaching instruction. Results of a 2 x 2 mixed ANOVA indicate that there were significant main effects of time (i.e., pre and post intervention) on both participants' receptive and expressive vocabulary learning. Potential explanations of these findings were discussed in this study. Implications, strengths, limitations, and recommendations for future research were also discussed. © 2018 IEEE. |
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. |
2017 |
Dzulkifli, M A; Wahdi, E V F A; Rahman, A W A Institute of Electrical and Electronics Engineers Inc., 2017, ISBN: 9781509045211, (cited By 3). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Children with Autism, Computer Aided Instruction, Computer Assisted Instruction, Diseases, E-learning, Education, Educational Strategy, Language Development, Pervasive Developmental Disorders, Teaching, Vocabulary Learning, Well Intervention @conference{Dzulkifli201747, title = {A review for future research and practice in using computer assisted instruction on vocabulary learning among children with autism spectrum disorder}, author = {M A Dzulkifli and E V F A Wahdi and A W A Rahman}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85013059526&doi=10.1109%2fICT4M.2016.21&partnerID=40&md5=c78e01f1ebd8c062011d42d8853ce4fd}, doi = {10.1109/ICT4M.2016.21}, isbn = {9781509045211}, year = {2017}, date = {2017-01-01}, journal = {Proceedings - 6th International Conference on Information and Communication Technology for the Muslim World, ICT4M 2016}, pages = {47-52}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, abstract = {A lack of educational strategies may hinder students from benefiting the most from their education. The existing public or government schools do not adequately accommodate children with special needs in terms of providing them with good syllabuses as well interventions. Instead, various forms of pervasive developmental disorders are frequently placed in special education classes without an accurate diagnosis. This is something that needs to be rectified because every disability requires different needs and attention. In children with special needs such as children with Autism Spectrum Disorder (ASD), it warrants diverse teaching methods to be used. While the use of computer assisted instructions (CAIs) in the West has been found to be effective for children with ASD, research regarding the applicability of CAIs to cater for the learning process of children with special needs in the Malaysian context is still lacking. The present paper reviews previous studies that have employed CAIs to enhance language development of children with ASD. Following this, it recommends future research that incorporates the use of CAI to improve vocabulary learning of children with ASD who are non-native English speakers. © 2016 IEEE.}, note = {cited By 3}, keywords = {Autism Spectrum Disorders, Children with Autism, Computer Aided Instruction, Computer Assisted Instruction, Diseases, E-learning, Education, Educational Strategy, Language Development, Pervasive Developmental Disorders, Teaching, Vocabulary Learning, Well Intervention}, pubstate = {published}, tppubtype = {conference} } A lack of educational strategies may hinder students from benefiting the most from their education. The existing public or government schools do not adequately accommodate children with special needs in terms of providing them with good syllabuses as well interventions. Instead, various forms of pervasive developmental disorders are frequently placed in special education classes without an accurate diagnosis. This is something that needs to be rectified because every disability requires different needs and attention. In children with special needs such as children with Autism Spectrum Disorder (ASD), it warrants diverse teaching methods to be used. While the use of computer assisted instructions (CAIs) in the West has been found to be effective for children with ASD, research regarding the applicability of CAIs to cater for the learning process of children with special needs in the Malaysian context is still lacking. The present paper reviews previous studies that have employed CAIs to enhance language development of children with ASD. Following this, it recommends future research that incorporates the use of CAI to improve vocabulary learning of children with ASD who are non-native English speakers. © 2016 IEEE. |