2019 |
Khowaja, K; Salim, S S; Al-Thani, D Institute of Electrical and Electronics Engineers Inc., 2019, ISBN: 9781538679661, (cited By 2). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Components, Diseases, Framework, Game Design, Games, Serious Games, Vocabulary @conference{Khowaja2019, title = {Components to design serious games for children with autism spectrum disorder (ASD) to learn vocabulary}, author = {K Khowaja and S S Salim and D Al-Thani}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062890872&doi=10.1109%2fICETAS.2018.8629208&partnerID=40&md5=277d4ff732687855a21405bf66efe9af}, doi = {10.1109/ICETAS.2018.8629208}, isbn = {9781538679661}, year = {2019}, date = {2019-01-01}, journal = {2018 IEEE 5th International Conference on Engineering Technologies and Applied Sciences, ICETAS 2018}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, abstract = {Background: The research on the use of serious games to provide learning of skills to children with autism spectrum disorder (ASD) has increased in recent years. The use of serious games to provide vocabulary learning to children with ASD is still in infancy stage. Serious games are designed using a framework as a basis to use components in the game. However, there is no existing serious game design framework that can consider the needs of children with ASD.Objective: The objective of this study is to review components that could be useful in the design of serious game for children with ASD to learn vocabulary.Methods: The review of the literature on vocabulary learning of children with ASD and existing SGDFs was carried out to identify the components. The components have been reviewed from the perspective of 1) vocabulary learning of children with ASD in particular, 2) children with ASD in whole, 3) typical children and 4) game design in general.Results: A total of fifty components were found. The four components namely autism behaviours, strategies, instruction methods and modalities are related to children with ASD and their learning of vocabulary. The remaining components are based on the review of existing SGDFs. There were similarities in terms of use of components across the frameworks.Conclusion: The analysis of these components in the serious games developed for children with ASD shows its usability in designing games for these children. © 2018 IEEE.}, note = {cited By 2}, keywords = {Autism Spectrum Disorders, Components, Diseases, Framework, Game Design, Games, Serious Games, Vocabulary}, pubstate = {published}, tppubtype = {conference} } Background: The research on the use of serious games to provide learning of skills to children with autism spectrum disorder (ASD) has increased in recent years. The use of serious games to provide vocabulary learning to children with ASD is still in infancy stage. Serious games are designed using a framework as a basis to use components in the game. However, there is no existing serious game design framework that can consider the needs of children with ASD.Objective: The objective of this study is to review components that could be useful in the design of serious game for children with ASD to learn vocabulary.Methods: The review of the literature on vocabulary learning of children with ASD and existing SGDFs was carried out to identify the components. The components have been reviewed from the perspective of 1) vocabulary learning of children with ASD in particular, 2) children with ASD in whole, 3) typical children and 4) game design in general.Results: A total of fifty components were found. The four components namely autism behaviours, strategies, instruction methods and modalities are related to children with ASD and their learning of vocabulary. The remaining components are based on the review of existing SGDFs. There were similarities in terms of use of components across the frameworks.Conclusion: The analysis of these components in the serious games developed for children with ASD shows its usability in designing games for these children. © 2018 IEEE. |
Khowaja, K; Salim, S S Serious Game for Children with Autism to Learn Vocabulary: An Experimental Evaluation Journal Article International Journal of Human-Computer Interaction, 35 (1), pp. 1-26, 2019, ISSN: 10447318, (cited By 13). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Children with Autism, Design and Development, Diseases, Experimental Evaluation, Game Prototypes, Games, Generic Components, Language Comprehensions, Serious Games, Vocabulary @article{Khowaja20191, title = {Serious Game for Children with Autism to Learn Vocabulary: An Experimental Evaluation}, author = {K Khowaja and S S Salim}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85041121490&doi=10.1080%2f10447318.2017.1420006&partnerID=40&md5=156c0d5a4f725ee03fcae97740a468c2}, doi = {10.1080/10447318.2017.1420006}, issn = {10447318}, year = {2019}, date = {2019-01-01}, journal = {International Journal of Human-Computer Interaction}, volume = {35}, number = {1}, pages = {1-26}, publisher = {Taylor and Francis Inc.}, abstract = {The use of serious games (SGs) to provide intervention for various skills to children with autism spectrum disorder (ASD) has increased in the recent years. However, the potential of these games has not been utilized to provide learning of vocabulary to children with ASD. In designing games for children with ASD, there is a need to consider components specifically from the perspectives of ASD and the generic components that can support from the theoretical, content, and game design aspects. In the absence of any existing framework to design games for children with ASD, this article first introduces a framework named serious game design framework (SGDF), constructed to provide support throughout the design process. This framework was constructed based on the extensive review of the literature on ASD and existing SGDFs. The article then focuses on the design and development of a SG prototype based on SGDF. An experimental evaluation prototype was conducted to examine the effectiveness using the withdrawal design of single-subject research design (SSRD) in improving the receptive identification of vocabulary items among children with autism before and after using the prototype. The receptive identification of vocabulary items is measured in terms of the number of correct responses given and the number of attempts made to identify the correct response. The pre- and post-evaluations of the SG prototype show that learning of vocabulary items among children with ASD improved after using the game and they retained items at the end of weeks 1 and 2 following the withdrawal of intervention. © 2018, © 2018 Taylor & Francis Group, LLC.}, note = {cited By 13}, keywords = {Autism Spectrum Disorders, Children with Autism, Design and Development, Diseases, Experimental Evaluation, Game Prototypes, Games, Generic Components, Language Comprehensions, Serious Games, Vocabulary}, pubstate = {published}, tppubtype = {article} } The use of serious games (SGs) to provide intervention for various skills to children with autism spectrum disorder (ASD) has increased in the recent years. However, the potential of these games has not been utilized to provide learning of vocabulary to children with ASD. In designing games for children with ASD, there is a need to consider components specifically from the perspectives of ASD and the generic components that can support from the theoretical, content, and game design aspects. In the absence of any existing framework to design games for children with ASD, this article first introduces a framework named serious game design framework (SGDF), constructed to provide support throughout the design process. This framework was constructed based on the extensive review of the literature on ASD and existing SGDFs. The article then focuses on the design and development of a SG prototype based on SGDF. An experimental evaluation prototype was conducted to examine the effectiveness using the withdrawal design of single-subject research design (SSRD) in improving the receptive identification of vocabulary items among children with autism before and after using the prototype. The receptive identification of vocabulary items is measured in terms of the number of correct responses given and the number of attempts made to identify the correct response. The pre- and post-evaluations of the SG prototype show that learning of vocabulary items among children with ASD improved after using the game and they retained items at the end of weeks 1 and 2 following the withdrawal of intervention. © 2018, © 2018 Taylor & Francis Group, LLC. |
Testingadminnaacuitm2020-05-28T06:49:14+00:00
2019 |
Institute of Electrical and Electronics Engineers Inc., 2019, ISBN: 9781538679661, (cited By 2). |
Serious Game for Children with Autism to Learn Vocabulary: An Experimental Evaluation Journal Article International Journal of Human-Computer Interaction, 35 (1), pp. 1-26, 2019, ISSN: 10447318, (cited By 13). |