PRELIMINARY ANALYSIS ON ENTERTAINING EDUCATIONAL CONTENT FOR LEARNERS WITH AUTISM SPECTRUM DISORDER
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Published:
Apr 11, 2024
Keywords:
autism spectrum disorder, courseware, entertaining, mobile devices
Main Article Content
Abstract
This paper reports on an ongoing study regarding the needs of autism spectrum disorder learners for entertaining learning materials. Previous researchers have introduced a number of assistive technologies, but the use of assistive technologies is problematic for students with autism spectrum disorder. The lack of entertaining learning material for autism spectrum disorder students may be one of the reasons. Therefore, this study proposed student–entred learning and self–paced learning approaches to better help autism spectrum disorder students for learning. The methods of fieldwork and semistructured interviews were utilized to investigate the needs of autism spectrum disorder learners for entertaining learning materials. During the fieldwork, the favorite or main leisure activities at home of the participants were collected. Semi-structured interviews were conducted with teachers in special schools to investigate students’ needs for entertaining learning materials. The study results indicated that there are very few entertaining learning materials developed specifically for learners with autism spectrum disorder, but the need is urgent.
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1.
miaomiao X, Ariffin AM, Hammuzamer IH. PRELIMINARY ANALYSIS ON ENTERTAINING EDUCATIONAL CONTENT FOR LEARNERS WITH AUTISM SPECTRUM DISORDER. journal [Internet]. 11Apr.2024 [cited 30Apr.2024];14(1). Available from: https://journal.tvu.edu.vn/index.php/journal/article/view/2392
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References
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autism spectrum disorder. In: Proceedings of the 12th
international conference on interaction design and
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Norfolk VA, USA: Association for the Advancement
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Teachers’ perception of mobile edutainment for special needs learners: the Malaysian case. International
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with disabilities and special needs regarding their experiences in inclusive education: A meta-aggregative
review. Frontiers in Education. 2022; 7.
[3] IIbrahim I. Specific learning disorder in children
with autism spectrum disorder: Current issues and
future implications. Advances in Neurodevelopmental
Disorders. 2020;4: 103–112.
[4] Jones EK, Hanley M, Riby DM. Distraction, distress,
and diversity: Exploring the impact of sensory processing differences on learning and school life for
pupils with autism spectrum disorders. Research in
Autism Spectrum Disorders. 2020;72: 101515.
[5] Meindl JN, Delgado D, Casey LB. Increasing engagement in students with autism in inclusion classrooms.
Children and Youth Services Review. 2020;111:
104854.
[6] Shi F, Sun W, Duan H, Liu X, Hu M, Wang W et al.
Drawing reveals hallmarks of children with autism.
Displays. 2021;67: 102000.
[7] Ministry of Education of The People’s Republic
of China. Notification of the general office of
the State Council on the 14th five–year plan of
action for the advancement of special education
in the development of the Ministry of Education.
http://www.moe.gov.cn/jyb_xxgk/moe
_1777/moe_1778/202201/t20220125_596312.html
[Accessed 16th September 2023].
[8] Ho TQ, Gadke DL, Henington C, Evans–McCleon
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children with autism spectrum disorder. Research in
Autism Spectrum Disorders. 2019;58: 83–95.
[9] Kellems RO, Charlton C, Kversøy KS, Gyori M. ˝
Exploring the use of virtual characters (avatars), live
animation, and augmented reality to teach social skills
to individuals with autism. Multimodal Technologies
and Interaction. 2020;4(3): 48.
[10] Hughes EM, Yakubova G. Addressing the mathematics gap for students with ASD: An evidencebased systematic review of video–based mathematics
interventions. Review Journal of Autism and Developmental Disorders. 2019;6: 147–158.
[11] Supriyono S. Using learning media to increase elementary school students’ interest in learning. [Pentingnya media pembelajaran untuk meningkatkan minat belajar siswa sd]. Edustream: Journal of Elementary Education [Edustream: Jurnal Pendidikan
Dasar]. 2018;2(1): 43–48.
[12] Martins N, King A, Beights R. Audiovisual media
content preferences of children with autism spectrum
disorders: Insights from parental interviews. Journal
of Autism and Developmental Disorders. 2020;50:
3092–3100.
[13] Shane HC, Albert PD. Electronic screen media for
persons with autism spectrum disorders: Results of a
survey. Journal of Autism and Developmental Disorders. 2008;38: 1499–1508.
[14] Dalim CSC, Sunar MS, Dey A, Billinghurst M. Using
augmented reality with speech input for non–native
children’s language learning. International Journal of
Human–Computer Studies. 2020;134: 44–64.
[15] Pienimaki M, Kinnula M, Iivari N. Finding fun in ¨
non–formal technology education. International Journal of Child-Computer Interaction. 2021;29: 100283.
[16] Turan-Ozpolat E. A phenomenographic study on ¨
views about entertaining and boring situations in
learning process. International Education Studies.
2020;13(10): 8–34.
[17] Centers for Disease Control and Prevention.
Data and statistics on autism spectrum disorder.
https://www.cdc.gov/ncbddd/autism/data.html
[Accessed 16th September 2023].
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caregivers of children with developmental disabilities.
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autism–spectrum–disorders [Accessed 16th
September 2023].
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children are there in the world?
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children–under–18–are–in–the–world [Accessed 16th
September 2023].
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of China. Basic statistics of special education.
http://www.moe.gov.cn/jyb_sjzl/moe_560/jytjsj_2017
/qg/201808/t20180808_344707.html [Accessed 16th
September 2023].
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of China. Basic statistics of special education.
http://www.moe.gov.cn/jyb_sjzl/moe_560/jytjsj_2018
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September 2023].
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September 2023].
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of China. Basic statistics of special education.
http://www.moe.gov.cn/jyb_xxgk/moe_1777/moe_1778
/202201/t20220125_596312.html [Accessed 16th
September 2023].
[25] Smart Education of China. Arts.
https://basic.smartedu.cn [Accessed 16th September
2023].
[26] Ariffin AM. Conceptual framework of reality learning media (RLM) based on entertaining and fun
construct. Doctoral dissertation. Universiti Utara
Malaysia; 2009.
[27] Khadka J, Ryan B, Margrain TH, Woodhouse JM,
Davies N. Listening to voices of children with a visual impairment: A focus group study. British Journal of
Visual Impairment. 2012;30(3): 182–196.
[28] Aziz N, Abdul Mutalib A, Sarif SM, Jaafar MS.
Preliminary investigation on creative educational content for visually–impaired (VI) learners. In: Advances
in Visual Informatics: Third International Visual Informatics Conference. Selangor, Malaysia: Springer
International Publishing; 2013; p.408–417.
[29] Derks S, Willemen AM, Sterkenburg PS. Improving
adaptive and cognitive skills of children with an intellectual disability and/or autism spectrum disorder:
Meta–analysis of randomised controlled trials on the
effects of serious games. International Journal of
Child-Computer Interaction. 2022;33: 100488.
[30] Martin R, Wilkins J. Creating visually appropriate
classroom environments for students with autism
spectrum disorder. Intervention in School and Clinic.
2022;57(3): 176–181.
[31] Kientz JA, Goodwin MS, Hayes GR, Abowd GD.
Interactive technologies for autism. Synthesis Lectures
on Assistive Rehabilitative & Health Preserving Technologies. 2013;2(2): 1–177.
[32] Laurillard D. The pedagogical challenges to collaborative technologies. International Journal of
Computer-Supported Collaborative Learning. 2009;4:
5–20.
[33] Noe RA, Tews MJ, Marand AD. Individual differences and informal learning in the workplace. Journal
of Vocational Behavior. 2013; 83(3): 327–335.
[34] Boyd LE, Ringland KE, Haimson OL, FernandezH,
Bistarkey M, Hayes G R. Evaluating a collaborative iPad game’s impact on social relationships
for children with autism spectrum disorder. ACM
Transactions on Accessible Computing (TACCESS).
2015;7(1): 1–18.
[35] Hayes GR, Hosaflook SW. HygieneHelper: promoting awareness and teaching life skills to youth with
autism spectrum disorder. In: Proceedings of the 12th
international conference on interaction design and
children. New York, United States; 2013. p.539–542.
[36] Yuktirat C, Sindhuphak A, Kiddee K. M-learning for
the art of drawing: informal learning for a digital age.
International Journal of Interactive Mobile Technologies. 2018;12(5).
[37] Purushotma R. Commentary: You’re not studying, you’re just. Language Learning & Technology.
2005;9(1): 80–96.
[38] Ma M, Oikonomou A, Jain LC. Serious games and
edutainment applications. London: Springer; 2011.
[39] Vahdat S, Behbahani AR. The effect of video games
on Iranian EFL learners’ vocabulary learning. Reading. 2013;13(1): 61–71.
[40] Mohd CKNCK, Shahbodin F, Sedek M, Samsudin M.
Game based learning for autism in learning mathematics. International Journal of Advanced Science
and Technology. 2020;29(5): 4684–4691.
[41] Lanjuan R. The realization and test research of
standardized mobile learning courseware based on
SCORM. In: MATEC Web of Conferences, Guangxi,
China. EDP Sciences; 2017. p.00113.
[42] Koulias M, Leahy G, McCaffery K, Campbell D.
“Wherever, whenever” learning in Medicine: Evaluation of an interactive mobile case–based project.
In: ASCILITE – Australian Society for Computers in
Learning in Tertiary Education Annual Conference.
Wellington, NewZealand; 2012.
[43] Wilson S, Currier S. What is IMS Content Packaging.
CETIS Standards Briefings Series, JISC;2002.
[44] Ellis A. Student–centered collaborative learning via
face–to–face and asynchronous online communication: What’s the difference? Education, Computer
Science. ERIC Clearinghouse; 2001.
[45] Dong HY, Wang B, Li HH, Yue XJ, Jia FY. Correlation between screen time and autistic symptoms as
well as development quotients in children with autism
spectrum disorder. Frontiers in Psychiatry. 2021;12:
619994.
[46] Westby C. Screen time and children with autism spectrum disorder. International Journal of Phoniatrics,
Speech Therapy and Communication Pathology [Folia Phoniatrica et Logopaedica]. 2021;73(3): 233–
240.
[47] Karat CM, Pinhanez CS, Karat J, Arora R, Vergo
J. Less clicking, more watching: results of the iterative design and evaluation of entertaining web
experiences. In: IFIP TC13 International Conference on Human-Computer Interaction. IOS Press;
2001.p.447–454.
[48] Ariffin AM, Norshuhada S. Usable but not entertaining eLearning materials. In: Proceedings of World
Conference on e–Learning in Corporate, Government, Healthcare, and Higher Education (e–Learn).
Norfolk VA, USA: Association for the Advancement
of Computing in Education; 2008.
[49] Pronchev GB, Goncharova IV, Pronchev KG,
Krichever EI. Russians’ attitude to distance learning:
a runet survey. International Journal of Learning,
Teaching and Educational Research. 2019;18(11):
370–384.
[50] Mohd YA, Daniel EGS, Low WY, Ab. Aziz K.
Teachers’ perception of mobile edutainment for special needs learners: the Malaysian case. International
Journal of Inclusive Education. 2014;18(12): 1237–
1246.
[51] Wolf ER. Peasant wars of the twentieth century.
United States: University of Oklahoma Press; 1999.
[52] Vorderer P, Klimmt C, Ritterfeld U. Enjoyment: At
the heart of media entertainment. Communication
Theory. 2004;14(4): 388–408.
[53] Brata KC, Brata AH. User experience improvement
of Japanese language mobile learning application
through mental model and A/B testing. International Journal of Electrical and Computer Engineering.
2020;10(3): 2659.
[54] Hassenzahl M, Tractinsky N. User experience–a research agenda. Behaviour & Information Technology.
2006;25(2): 91–97.
[55] O’Neill G, McMahon T. Student–centred learning:
What does it mean for students and lecturers. Emerging issues in the practice of university learning and
teaching. Dublin: AISHE; 2005.
[56] Jones L. The student–centered classroom. Cambridge:
Cambridge University Press; 2007.
[57] Abdollah N, Ahmad WFW, Akhir EAP. Multimedia design and development in "Komputer Saya’
courseware for slow learners. In: Second international
conference on computer research and development.
IEEE; 2010. p.354–358.
[58] Tullis JG, Benjamin AS. On the effectiveness of
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