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Autism spectrum disorders (ASD) belong to the permanent neurodevelopmental disorders, degrading the areas related to interaction with society, communication as well as behavior. Being the identification of emotions one of the difficulties presented in these people. The present work demonstrates the first exploratory phase showing the development of...
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... option takes us to level selection activity (see figure 9) 258 which shows the levels of the application that are unlocked as 259 activities are performed successfully, once selected the level 260 we go to main interface of the application (see figure 10), 261 in this activity a sentence is shown as a question, which 262 is related to a specific emotion (happiness, sadness, fear, 263 anger, surprise) caused by a certain social event to which 264 the child may be exposed and with the support of an adult 265 must deduce what emotion would feel when that event occurs, 266 Once the child has decided the emotion, he/she must take the 267 object that corresponds to that emotion and place it on the 268 tangible interface, then the application evaluates his/her answer 269 (see figure 12). tangible interface the figure of some emotion to receive this 281 feedback from it (See figure 13). ...
Citations
... Research underscores the potential of tangible and augmented reality (AR) user interfaces in supporting learning for typical children or children with special educational needs. This is due to their multisensory, hands-on, and engaging interactions (Fan, 2017(Fan, , 2018bRamos-Aguiar et al., 2023;Ramos-Aguiar & Alvarez-Rodriguez, 2021). Although many of these learning activities have focused on reading (Fan et al., 2017(Fan et al., , 2018b, fewer have specifically targeted Chinese language learning. ...
Learning to read Chinese characters poses a considerable challenge for children, particularly those with dyslexia. We designed a tangible system, named Character Alive, to assist children aged 5 to 7 in mastering Chinese radicals and characters. The system employs animations and color cues to clarify the concepts of radicals and morphemes. It also incorporates physical radical cards that work in synergy with an artificial intelligence module to facilitate stroke tracing and character composition. We conducted a two-week within-group study involving 20 six-year-old children who used both our tangible system and an equivalent multitouch version to learn Chinese radicals and characters. The results showed that both systems significantly improved the children's accuracy in character reading and composition. However, our tangible design out-performed the multitouch variant by increasing children's learning motivation, enabling hands-on actions, and promoting a diverse range of beneficial learning strategies. We discuss the design implications for creating effective tangible systems to facilitate Chinese language acquisition among children.
... Conventional teaching evaluation emphasizes students' knowledge mastery over their affections [13][14][15], however, the state of affection has a very important influence on students' learning process and outcome. MAC can analyze versatile information of students in the classroom, including their facial expressions, gestures, and text feedback, in a comprehensive way, thereby helping teachers discover problems with students' affections in a timely manners, so that they could adjust the teaching methods and strategies accordingly [16][17][18]. The research results attained in this study can be used directly in actual teaching evaluation works, they could assist educators to understand students' learning requirements and affection state more comprehensively and accurately, and provide useful evidences for education policy makers, thereby improving the teaching effect, promoting rational education resource allocation, realizing education equity, and raising the overall education level. ...
... Other researchers have evaluated their proposals through sets of heuristics. Ramos-Aguiar and Álvarez-Rodríguez [22] state that they have evaluated their proposed application using Nielsen's heuristics [23]. Camargo et al. [24] mention having evaluated their mobile application with a heuristic evaluation using the Semiotic Interface sign Design and Evaluation (SIDE) framework [25]. ...
People with Autism Spectrum Disorder (ASD) have an affinity for technology, which is why multiple studies have implemented different technological proposals focused on the development of skills in people with ASD. Studies have evaluated the user experience (UX) and/or usability of their technological proposals through different evaluation methods, so they can be friendly and usable for users with ASD. However, the evaluation methods and instruments used do not consider the specific characteristics and needs of people with ASD, and furthermore, details are lacking in their implementations. To formalize the UX evaluation process, we propose a three-stage methodology to evaluate the UX in systems, products and services used by adults with ASD. The methodology considers in its processes, evaluation methods and instruments the characteristics of people with ASD so that, through the UX evaluation, the satisfaction and perception of these users about the system, product or service evaluated is improved. This proposal has been validated through the opinions of experts with knowledge in UX/Usability and ASD in two instances, which have contributed to specify, restructure, and improve the methodology.
Learning aids in the development of attitude. It encourages the individual to learn new skills. It is critical to master three learning domains: cognitive, affective, and psychomotor. The cognitive computing system instantaneously processes data and gives solutions to questions. Affective computing is the development of tools that can recognise, understand, examine, and replicate human brains. Communication and behaviour are impacted by autism spectrum disorder (ASD), a developmental disease. ASD leads to have difficulty in interacting with society and communicating with society. It states that people with ASD have 1) difficulty in conversation and contact with other people, 2) symptoms that interfere with the person's ability to function normally in the society, and 3) restricted interests and repetitive behaviours. In the chapter, a computer-based model is developed for various emotions, facial expressions, and voice and body language. The aim is to develop a computer-based model that supports the autistic children to understand emotions and express their feelings.
This paper reviews the literature on automatic code generation of user-centered serious games. We decided to break the study in two parts: one study about serious games with model driven engineering, and another study about user-centered serious games. This paper presents an extension of a paper presented at CONISOFT 20 where a systematic review of 5 years old at the time of writing was presented exclusively. The systematic literature review conducted in this paper covers a decade of information from January 2012 to June 2022. The main objective is to know the literature that helps to mitigate the costs and time of software development in serious games. The overall conclusion is that there is still work to be done to combine serious user-centered games and automatic generation. This paper is a systematic review that identifies relevant publications and provides an overview of research areas and publication venues. In addition, Research perspectives were classified according to common objectives, techniques, and approaches. Finally, is presented point out challenges and opportunities for future research and development.
