Opportunities and challenges in the use of educational apps as a support tool in the development process of people with Autism Spectrum Disorder (ASD)
Resumo
The use of mobile applications and games as educational tools for people with Autism Spectrum Disorder (ASD) assists in the learning process and in the development of skills. This article presents two case studies involving institutions that offer support for people with ASD. Through literature reviews, interviews and observations, teachers' experiences regarding the use of mobile applications as support tools were verified. It was possible to observe that the educators interviewed are adapted to the use of technology in the classroom but recommend controlling time to avoid excessive use. The challenges and methods for implementing the activities, guidance and encouragement for the use of applications, the sharing strategy and distractions are also discussed.
Palavras-chave:
Accessibility, Digital Inclusion, Mobile Devices, Applications
Referências
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American Psychiatric Association (2013). “Diagnostic and statistical manual of mental disorders”, 5th edition, Text Revision. DOI: 10.1176/appi.books.9780890425787.
Cardoso, C. L. (2023) “A dinâmica no uso de games e aplicativos móveis por crianças com TEA”, [link].
Deslandes, S. F., Gomes, R., and Minayo, M. C. (2007). Pesquisa Social: Teoria, método e criatividade. Vozes, Petrópolis, 26th edition.
Dominguez, A. K. (2021). Diseño de videojuego como terapia de juego para niños con asperger. In Cuadernos del Centro de Estudios en Diseño y Comunicación. Ensayos, p. 109–120.
Gobbo, M. R. de Mira, et al. (2019). Aplicativo para ganho de vocabulário e auxílio na alfabetização destinado a crianças com transtorno do espectro autista. In Proceedings of the XXX Simpósio Brasileiro de Informática na Educação (SBIE 2019). p. 1111.
Goosen, L. (2019). Research on Technology-Supported Teaching and Learning for Autism. In: Technology-Supported teaching and research methods for educators. IGI Global. p. 88–110. DOI: 10.4018/978-1-5225-5915-3.ch005.
Groba, B., et al. (2021). Stakeholder perspectives to support graphical user interface design for children with autism spectrum disorder: a qualitative study. In International Journal of Environmental Research and Public Health, Multidisciplinary Digital Publishing Institute, 18:4631.
Hasan, N., and Islam, M. N. (2020). Exploring the design considerations for developing an interactive tabletop learning tool for children with Autism Spectrum Disorder. In Proceeding of the International Conference on Computer Networks, Big Data and IoT (ICCBI - 2019), p. 834–844.
Ismail, U. U., Ramli, R., and Rozzani, N. (2021). User experience/user interface (UX/UI) design for autistic spectrum disorder (ASD) color based emotion detection system: a review. In IEEE International Conference on Automatic Control & Intelligent Systems (I2CACIS), p.114-119.
Kraleva, R., and Kralev, V. (2018). An evaluation of the mobile apps for children with special education needs based on the utility function metrics. In International Journal on Advanced Science, Engineering and Information Technology, Insight Society, 8:2269.
Lakatos, E. M., and Marconi, M. A. (2003). Fundamentos de metodologia científica. Atlas, São Paulo, 5th edition.
Leung, P. W. S., et al (2021). Effectiveness of using mobile technology to improve cognitive and social skills among individuals with autism spectrum disorder: systematic literature review. In JMIR Mental Health, 8:(9):20892.
Mercado, J., Escobedo, L., and Tentori, M. (2021). A BCI video game using neurofeedback improves the attention of children with autism. In Journal on MultimodalUser Interfaces, 15:(3):273–281.
Montes, C. del P. G., Fuentes, A. R., and Cara, M. J. C. (2021). Apps for people with autism: assessment, classification and ranking of the best. In Technology in Society, 64:101474. Pergamon.
National Health Council (2016). Resolution No. 510/2016: Provides for research in Human and Social Sciences. Brazil: Ministry of Health, Brasília, DF.
Papoutsi, C., Drigas, A. S., and Skianis, C. (2018). Mobile applications to improve emotional intelligence in autism – a review. In International Journal of Interactive Mobile Technologies (iJIM), 12(6):47-61.
Ploog, B. O. (2010). Stimulus overselectivity four decades later: A review of the literature and its implications for current research in autism spectrum disorder. In Journal of Autism and Developmental Disorders, 40(11):1332–1349. DOI: 10.1007/s10803-010-0990-2. PMID: 20238154.
Robertson, C. E., et al (2013). Tunnel vision: sharper gradient of spatial attention in autism. In The Journal of Neuroscience, 33(16): 6776–6781. DOI: 10.1523/JNEUROSCI.5120-12.2013.
Rodrigues, R. A., et al (2020). Aventura espacial: um jogo sério de interface adaptativa para crianc¸as e jovens com transtorno do espectro autista. In Revista Iberoamericana de Tecnologia en Educación y Educación en Tecnologia, 27:73–82.
Vega, A. P., et al (2022). Aplicativos móveis para crianças com Transtorno do Espectro Autista: análise de acessibilidade de interfaces. In Blucher Design Proceedings, Blucher, São Paulo, 825–842. DOI: 10.5151/18ergodesignusihc2022-53.
WHO World Health Organization (1992). The ICD-10 classification of mental and behavioural disorders: clinical descriptions and diagnostic guidelines. World Health Organization. Geneva, 1:253-254.
American Psychiatric Association (2013). “Diagnostic and statistical manual of mental disorders”, 5th edition, Text Revision. DOI: 10.1176/appi.books.9780890425787.
Cardoso, C. L. (2023) “A dinâmica no uso de games e aplicativos móveis por crianças com TEA”, [link].
Deslandes, S. F., Gomes, R., and Minayo, M. C. (2007). Pesquisa Social: Teoria, método e criatividade. Vozes, Petrópolis, 26th edition.
Dominguez, A. K. (2021). Diseño de videojuego como terapia de juego para niños con asperger. In Cuadernos del Centro de Estudios en Diseño y Comunicación. Ensayos, p. 109–120.
Gobbo, M. R. de Mira, et al. (2019). Aplicativo para ganho de vocabulário e auxílio na alfabetização destinado a crianças com transtorno do espectro autista. In Proceedings of the XXX Simpósio Brasileiro de Informática na Educação (SBIE 2019). p. 1111.
Goosen, L. (2019). Research on Technology-Supported Teaching and Learning for Autism. In: Technology-Supported teaching and research methods for educators. IGI Global. p. 88–110. DOI: 10.4018/978-1-5225-5915-3.ch005.
Groba, B., et al. (2021). Stakeholder perspectives to support graphical user interface design for children with autism spectrum disorder: a qualitative study. In International Journal of Environmental Research and Public Health, Multidisciplinary Digital Publishing Institute, 18:4631.
Hasan, N., and Islam, M. N. (2020). Exploring the design considerations for developing an interactive tabletop learning tool for children with Autism Spectrum Disorder. In Proceeding of the International Conference on Computer Networks, Big Data and IoT (ICCBI - 2019), p. 834–844.
Ismail, U. U., Ramli, R., and Rozzani, N. (2021). User experience/user interface (UX/UI) design for autistic spectrum disorder (ASD) color based emotion detection system: a review. In IEEE International Conference on Automatic Control & Intelligent Systems (I2CACIS), p.114-119.
Kraleva, R., and Kralev, V. (2018). An evaluation of the mobile apps for children with special education needs based on the utility function metrics. In International Journal on Advanced Science, Engineering and Information Technology, Insight Society, 8:2269.
Lakatos, E. M., and Marconi, M. A. (2003). Fundamentos de metodologia científica. Atlas, São Paulo, 5th edition.
Leung, P. W. S., et al (2021). Effectiveness of using mobile technology to improve cognitive and social skills among individuals with autism spectrum disorder: systematic literature review. In JMIR Mental Health, 8:(9):20892.
Mercado, J., Escobedo, L., and Tentori, M. (2021). A BCI video game using neurofeedback improves the attention of children with autism. In Journal on MultimodalUser Interfaces, 15:(3):273–281.
Montes, C. del P. G., Fuentes, A. R., and Cara, M. J. C. (2021). Apps for people with autism: assessment, classification and ranking of the best. In Technology in Society, 64:101474. Pergamon.
National Health Council (2016). Resolution No. 510/2016: Provides for research in Human and Social Sciences. Brazil: Ministry of Health, Brasília, DF.
Papoutsi, C., Drigas, A. S., and Skianis, C. (2018). Mobile applications to improve emotional intelligence in autism – a review. In International Journal of Interactive Mobile Technologies (iJIM), 12(6):47-61.
Ploog, B. O. (2010). Stimulus overselectivity four decades later: A review of the literature and its implications for current research in autism spectrum disorder. In Journal of Autism and Developmental Disorders, 40(11):1332–1349. DOI: 10.1007/s10803-010-0990-2. PMID: 20238154.
Robertson, C. E., et al (2013). Tunnel vision: sharper gradient of spatial attention in autism. In The Journal of Neuroscience, 33(16): 6776–6781. DOI: 10.1523/JNEUROSCI.5120-12.2013.
Rodrigues, R. A., et al (2020). Aventura espacial: um jogo sério de interface adaptativa para crianc¸as e jovens com transtorno do espectro autista. In Revista Iberoamericana de Tecnologia en Educación y Educación en Tecnologia, 27:73–82.
Vega, A. P., et al (2022). Aplicativos móveis para crianças com Transtorno do Espectro Autista: análise de acessibilidade de interfaces. In Blucher Design Proceedings, Blucher, São Paulo, 825–842. DOI: 10.5151/18ergodesignusihc2022-53.
WHO World Health Organization (1992). The ICD-10 classification of mental and behavioural disorders: clinical descriptions and diagnostic guidelines. World Health Organization. Geneva, 1:253-254.
Publicado
30/09/2024
Como Citar
VEGA, Alexandre Pereira; LAFFRONT, Rodrigo; CARDOSO, Cristina Luz.
Opportunities and challenges in the use of educational apps as a support tool in the development process of people with Autism Spectrum Disorder (ASD). In: SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 23. , 2024, Manaus/AM.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 1162-1173.
DOI: https://doi.org/10.5753/sbgames.2024.241047.
