A gamified environment supported by augmented reality for improving communicative competencies in students with ASDdesign and validation

  1. López-Bouzas, Nerea 1
  2. Del Moral Pérez, M. Esther 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
IJERI: International journal of Educational Research and Innovation

ISSN: 2386-4303

Año de publicación: 2023

Número: 19

Páginas: 80-93

Tipo: Artículo

DOI: 10.46661/IJERI.6820 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: IJERI: International journal of Educational Research and Innovation

Resumen

Este estudio tiene como objetivo diseñar y validar un Entorno Gamificado Aumentado (EGA) para potenciar la competencia comunicativa del alumnado con TEA. La metodología es mixta: a) cualitativa, centrada en el estudio de caso único para describir el proceso del diseño del EGA. El entorno parte de una narrativa de aventura pirata que integra actividades gamificadas apoyadas en realidad aumentada. Se potencia un aprendizaje inmersivo mediante actividades que impulsan las habilidades sociales, lingüísticas y cognitivas ligadas al juego simbólico. Y b) cuantitativa, apoyada en el método Delphi, donde expertos (N=12) evalúan el entorno utilizando 14 indicadores asociados a 4 dimensiones: adaptabilidad a los ritmos de aprendizaje, idoneidad del soporte y códigos para presentar el contenido, potencialidad didáctica para el desarrollo competencial y adecuación del proceso de gamificación al alumnado con TEA. Finalmente, las valoraciones expertas contribuyeron al refinado del EGA, incrementando su adaptabilidad, flexibilidad y funcionalidad, incorporando actividades versátiles y aplicaciones de realidad aumentada que propician el desarrollo lingüístico y socio-emocional del alumnado de forma lúdica en un entorno inmersivo.

Referencias bibliográficas

  • Adnan, N.H., Ahmad, D. & Abdullasim, N. (2018). Systematic Review on Augmented Reality Application for Autism Children. Journal of Advanced Research in Dynamical & Control Systems, 10(11), 26-32. https://bit.ly/37cr21x
  • Alharbi, M. & Huang, S. (2020). An Augmentative System with Facial and Emotion Recognition for Improving Social Skills of Children with Autism Spectrum Disorders. In 2020 IEEE International Systems Conference (SysCon) (pp. 1-6). IEEE. http://doi.org/10.1109/SysCon47679.2020.9275659
  • American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5). American Psychiatric Association. https://doi.org/10.1176/appi.books.9780890425596
  • Arief, M. & Efendi, M. (2018). The book of pop up augmented reality to increase focus and object recognition capabilities for children with autism. Journal of International Conference on Special Education in Southeast Asia Region (ICSAR), 2(1), 9-14. http://dx.doi.org/10.17977/um005v2i12018p009
  • Arzone, C., Mottan, K., & Saad, K.M. (2020, July). The Relationship between Gamification and Emotional Intelligence among Children with Autism Spectrum Disorder. In International Conference on Special Education In South East Asia Region 10th Series 2020 (pp. 424-433). Redwhite Press. https://series.gci.or.id/article/320/15/icsar-2020-2020
  • Aspiranti, K., Larwin, K., Schade, L, & Schade, B. (2018). iPads/tablets and students with autism: a meta-analysis of academic effects. Assistive Technology: the Official Journal of RESNA, 32(1), 23-30. https://doi.org/10.1080/10400435.2018.1463575
  • Baixaulli, I., Roselló, B., Berenguer, C., Colomer, C. & Grau, M. (2017). Intervenciones para promover la comunicación social en niños con trastorno del espectro autista. Revista de Neurología, 64, 39-44. https://doi.org/10.33588/rn.64S01.2017013
  • Barroso, J.M. & Cabero, J. (2013). La utilización del juicio de experto para la evaluación de TIC: el coeficiente de competencia experta. Bordón. Revista de Pedagogía, 65(2), 25-38. http://doi.org/10.13042/brp.2013.65202
  • Ben-Sasson, A., Lamash, L. & Gale, E. (2012). To enforce or not to enforce? The use of collaborative interfaces to promote social skills in children with high functioning autism spectrum disorder. Autism, 17, 608-622. https://doi.org/10.1177/1362361312451526
  • Cabrera, J. D. (2020). La retroalimentación para mejorar el proceso de aprendizaje en el estudiante. Revista Universitaria de Informática RUNIN, 7(10), 70-75. https://doi.org/10.22267/runin
  • Carrington, S., Saggers, B., Webster, A., Harper-Hill, K., & Nickerson, J. (2020). What Universal Design for Learning principles, guidelines, and checkpoints are evident in educators’ descriptions of their practice when supporting students on the autism spectrum?. International Journal of Educational Research, 102, 101583. https://doi.org/10.1016/j.ijer.2020.101583
  • Chen, C.H., Lee, I.J. & Lin, L.Y. (2016). Augmented reality-based video-modeling storybook of nonverbal facial cues for children with autism spectrum disorder to improve their perceptions and judgments of facial expressions and emotions. Computers in Human Behavior, 55, 477-485. https://doi.org/10.1016/j.chb.2015.09.033
  • Chung, C.H. & Chen, C.H. (2017). Augmented reality based social stories training system for promoting the social skills of children with autism. Advances in Ergonomics Modeling, Usability & Special Populations, 486, 495-505. https://doi.org/10.1007/978-3-319-41685-4_44
  • Del Moral, M.E. & López-Bouzas, N. (2021). Entornos gamificados aumentados para Educación Primaria: claves para su diseño [Sensitive gamified environments for Primary Education: keys for its design] In J.M., Romero, M., Ramos, C. Rodríguez, & J.M., Sola (coords.). Escenarios educativos investigadores: hacia una educación sostenible, (pp. 1233-1243). Madrid: Dykinson.
  • Durán, S. (2021). Tecnologías para la enseñanza y el aprendizaje del alumnado con Trastorno del Espectro Autista: una revisión sistemática. Innoeduca. International Journal of Technology and Educational Innovation, 7(1), 107-121. https://doi.org/10.24310/innoeduca.2021.v7i1.9771
  • García-Guillén, S., Garrote, D. & Jiménez-Fernández, S. (2016). Uso de las TIC en el Trastorno de Espectro Autista: aplicaciones. EDMETIC, 5(2), 134-157. https://doi.org/10.21071/edmetic.v5i2.5780
  • Grande de Prado, M., García-Martín, S., Baelo, R. & Abella-García, V. (2021). Edu-Escape Rooms. Encyclopedia, 1(1), 12-19. http://doi.org/10.3390/encyclopedia1010004
  • Guisti, L., Zancanaro, M., Gal, E. & Weiss, P. L. (2011). Dimensions of Collaboration on a Tabletop Interface for Children with Autism Spectrum Disorder. En Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, (pp. 3295- 3304). http://doi.org/10.1145/1978942.1979431
  • Kang, Y.S. & Chang, Y.J. (2019). Using game technology to teach six elementary school children with autism to take a shower independently. Developmental Neurorehabilitation, 22(5), 329-337. https://doi.org/10.1080/17518423.2018.1501778
  • Khowaja, K., Banire, B., Al-Thani, D., Tahri, M., Aqle, A. & Shah, A. (2020). Augmented Reality for Learning of Children and Adolescents With Autism Spectrum Disorder (ASD): A Systematic Review. IEEE, 8, 78779-78807. http://doi.org/10.1109/ACCESS.2020.2986608
  • Kolomoiets, T.H. & Kassim, D.A. (2018). Using the augmented reality to teach of global reading of preschoolers with autism spectrum disorders. In A. Kiv & V.Soloviev (Eds.). In Proceedings of the 1st International Workshop on Augmented Reality in Education. CEUR-WS, vol. 2257, (pp. 237-246). https://bit.ly/30PCRGL https://doi.org/10.31812/123456789/2654
  • Kousar, S., Mehmood, N.Q. & Ahmed, S. (2019). Serious games for children with autism spectrum disorder (ASD): A comparative study. University of Sindh Journal of Information and Communication Technology, 3(3), 167–170. https://doi.org/10.1007/s10209-019-00689-4
  • Lee, I.J., Lin, L.Y., Chen, C.H. & Chung, C.H. (2018). How to create suitable augmented reality application to teach social skills for children with ASD. State of the Art Virtual Reality and Augmented Reality Knowhow, 8, 119-138. http://doi.org/10.5772/intechopen.76476
  • Linstone, H. & Turoff, M. (1975). The Delphi Method: Techniques and applications. Addison-Wesley.
  • López-Bouzas, N., & Del Moral, M.E. (2022). Instrumento apoyado en aplicaciones digitales para diagnosticar la competencia comunicativa de alumnado con TEA: diseño y validación. Innoeduca. International Journal of Technology and Educational Innovation, 8(2), 83-96. https://doi.org/10.24310/innoeduca.
  • López-Gómez, E. (2018). El método Delphi en la investigación actual en educación: una revisión teórica y metodológica. Educación XX1, 21(1),17-40. https://doi.org/10.5944/educxx1.20169
  • López Meneses, E., & Fernández Cerero, J. (2020). Information and Communication Technologies and functional diversity: knowledge and training of teachers in Navarra. IJERI: International Journal of Educational Research and Innovation, 14, 59–75. https://doi.org/10.46661/ijeri.4407
  • Madariaga, C.J., Ortiz, G.M., Cruz, Y.B., & Leyva, J.J. (2016). Validación del Software Educativo Metodología de la Investigación y Estadística para su generalización en la docencia médica. Correo Científico Médico, 20(2), 225-236. http://scielo.sld.cu/pdf/ccm/v20n2/ccm02216.pdf
  • Malinverni, L., Mora, J., Padillo, V., Valero, L., Hervás, A., & Parés, N. (2017). An inclusive design approach for developing video games for children with autism spectrum disorder. Computers in Human Behavior, 71, 535-549. https://doi.org/10.1016/j.chb.2016.01.018
  • Marzo, M. & Belda, M. (2021). Trastornos del lenguaje en alumnado con TEA. IJNE: International Journal of New Education, 7, 57-74. https://doi.org/10.24310/IJNE4.1.2021.12016
  • Mubin, S.A., Poh, M.W.A., Rohizan, R., Abidin, A.Z., & Wei, W.C. (2020). Gamification Design Framework to Support Autism Children Interaction Skills: A Systematic. International Journal of Current Research and Review, 12(22), 120-125. http://dx.doi.org/10.31782/IJCRR.2020.122230
  • Ntalindwa, T., Nduwingoma, M., Karangwa, E., Soron, T.R., Uworwabayeho, A., & Uwineza, A. (2021). Development of a Mobile App to Improve Numeracy Skills of Children With Autism Spectrum Disorder: Participatory Design and Usability Study. JMIR pediatrics and parenting, 4(3), e21471. https://arxiv.org/abs/1801.03529 https://doi.org/10.2196/21471
  • Parlamento Europeo y Consejo (2006). Recomendación 2006/962/CE de 18 de diciembre de 2006 del Parlamento Europeo y del Consejo sobre las competencias clave para el aprendizaje permanente. Diario Oficial L 394 de 30.12.2006.
  • Rodrigues da Silva, R.J., Gouveia, R. & Pereira, C.T. (2019). Gamification in management education: A systematic literature review. BAR-Brazilian Administration Review, 16(2), e180103. https://doi.org/10.1590/1807-7692bar2019180103
  • Sahin, N.T., Keshav, N.U., Salisbury, J.P. & Vahabzadeh, A. (2018). Safety and Lack of Negative Effects of Wearable Augmented-Reality Social Communication Aid for Children and Adults with Autism. Journal of Clinical Medicine, 7(188), 1-17. https://doi.org/10.3390/jcm7080188
  • Sánchez, M.C. (2021). Análisis y evaluación de aplicaciones para desarrollar la comunicación en el alumnado con trastorno del espectro autista. Revista Electrónica de Tecnología Educativa, 75, 168-187. https://doi.org/10.21556/edutec.2021.75.1681
  • Soares, K.P., Burlamaqui, A.M.F., Gonçalves, L.M.G., Da Costa, V.F., Cunha, M.E., & Da Silva Burlamaqui, A.A. (2017). Preliminary studies with augmented reality tool to help in psycho-pedagogical tasks with children belonging to autism spectrum disorder. IEEE Latin America Transactions, 15(10), 2017-2023. http://doi.org/10.1109/TLA.2017.8071250
  • Taryadi, D. & Kurniawan, I. (2018). The improvement of autism spectrum disorders on children communication ability with PECS method multimedia augmented reality-based. Journal of Physics: Conference Series, 47(1), 1-8. http://doi.org/10.1088/1742-6596/947/1/012009
  • Trejo, H. (2019). Technological resources for the integration of gamification in the classroom. Tecnología, Ciencia y Educación, 13, 75-117. http://doi.org/10.4018/jcit.2014100104
  • Van Dooren, M.M., Siriaraya, P., Visch, V., Spijkerman, R., & Bijkerk, L. (2019). Reflections on the design, implementation, and adoption of a gamified eHealth application in youth mental healthcare. Entertainment Computing, 31, 100305. https://doi.org/10.1016/j.entcom.2019.100305
  • Zichermann, G. & Cunningham, C. (2011). Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps. O’Reilly Media.
Fuente de los datos: Dialnet