@article{Khowaja2019c,
title = {A systematic review of modalities in computer-based interventions (CBIs) for language comprehension and decoding skills of children with autism spectrum disorder (ASD)},
author = {K Khowaja and S S Salim and A Asemi and S Ghulamani and A Shah},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062722488&doi=10.1007%2fs10209-019-00646-1&partnerID=40&md5=7ff6d03104bfe1e04f6b069b265f671a},
doi = {10.1007/s10209-019-00646-1},
issn = {16155289},
year = {2019},
date = {2019-01-01},
journal = {Universal Access in the Information Society},
publisher = {Springer Verlag},
abstract = {This paper presents a systematic review of the literature on the modalities used in computer-based interventions (CBIs) and the impact of using these interventions in the learning, generalisation, and maintenance of language comprehension and decoding skills for children with autism spectrum disorder (ASD), ending with an appraisal of the certainty of evidence. Despite the importance of both skills in the reading comprehension and overall learning, a limited number of studies have been found. These include seven studies on language comprehension and seven studies on decoding. The shortlisted studies were analysed and a very limited number of modalities were found to have been used; text, graphics, audio, video, and mouse movement are used in all the studies and are termed basic modalities. Statistical analysis was also conducted on three parameters: (1) outcome of the study; (2) generalisation; and (3) maintenance. The analysis showed that CBIs were effective in facilitating these children’s learning; there was a significant improvement in the performance of children from the baseline to during and the post-intervention period. The analysis of generalisation has revealed positive results, indicating that the children were able to transfer information to a different setting or situation. Positive results are also noted from the analysis of maintenance, which indicate that the children retained information following the withdrawal of intervention. The combination of teachers’ instructions and CBI has provided better results than using either of them separately. This study has discovered 23 potential modalities and 2 potential CBIs including serious games and virtual learning environments that can be explored for language comprehension and decoding skills. © 2019, Springer-Verlag GmbH Germany, part of Springer Nature.},
note = {cited By 2},
keywords = {Augmented Reality, Autism Spectrum Disorders, Children with Autism, Computer Aided Instruction, Decoding, Diseases, Language Comprehensions, Maintenance, Mammals, Multi-Modal Interfaces, Post Interventions, Reading Comprehension, Serious Games, Spectrum Analysis, Transfer Information, Virtual Learning Environments, Virtual Reality},
pubstate = {published},
tppubtype = {article}
}

@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}
}