Total views : 291
Engaging Children with Severe Autism in Learning Al-Quran through the Serious Game
Objectives: Serious game is experiencing an exponential growth especially in the education sector. With the parallel growth of mobile devices, the mobile learning is becoming an essential element in the development of serious game. The accessibility and convenience offered by these technologies could be advantageous especially for Methods/Statistical analysis: children with severe autism who require special attention. In connection with that, this study is aimed to design an interactive mobile serious game that exploits the strengths and skills of children with severe autism. This study thus put an important step forward by integrating of Listening, Arranging, Constructing, Imitation and Pronunciation (LACIP) skills with the creation of game. Findings: The evaluation is intended to measure the effectiveness of the serious game in engaging children with severe autism in learning based on two main aspects, i.e. Involvement Scale and time related factor. Application/ Improvement: In general, the results show that the involvement of children in playing game affects the level of engagement as the analysis indicates there is a significant relationship between involvement and engagement level. Besides that, the engagement level of children with severe autism in learning increased after using the serious game compared to the traditional approach.
Al-Quran, Engagement, Mobile Learning, Serious Game.
- Keen D. Engagement of children with autism in learning. Australasian Journal of Special Education. 2009; 33(2)130-40.
- Kang GY, Choi CS, Ju SJ. Parenting Experience of Mothers with Children with Autism Spectrum Disorder: An Analysis of the Mothers’ Diaries. Indian Journal of Science and Technology. 2016; 9(20):1-7.
- Weiss MR. Self-esteem and achievement in children's sport and physical activity. Advances in Pediatric Sport Sciences. 1987; 2:87-119.
- Akey TM. School Context, Student Attitudes and Behavior, and Academic Achievement: An Exploratory Analysis. MDRC, 2006.
- Squire KD. Video games in education. Int. J. Intell Games and Simulation. 2003; 2(1):49-62.
- Winn B. The design, play, and experience framework. Handbook of Research on Effective Electronic Gaming in Education. 2008; 3:1010-24.
- Papastergiou M. Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers and Education. 2009; 52(1):1-12.
- Radillo A. L'expérimentation de l'utilisation des jeux vidéo en remédiation cognitive. Enfances and Psy. 2009; (3):174-9.
- Johnson WL, Vilhjálmsson HH, Marsella S. Editors. Serious games for language learning: How much game, how much AI? AIED, 2005.
- Westera W, Nadolski R, Hummel H, Wopereis I. Serious games for higher education: a framework for reducing design complexity. Journal of Computer Assisted Learning. 2008; 24(5):420-32.
- Wrzesien M, Raya MA. Learning in serious virtual worlds: Evaluation of learning effectiveness and appeal to students in the E-Junior project. Computers and Education. 2010; 55(1):178-87.
- Prensky M. Digital natives, digital immigrants part 1. On the Horizon. 2001; 9(5):1-6.
- Lee DH, Shon JG, Kim Y. Design and implementation of OSMD based learning management system for mobile learning. Indian Journal of Science and Technology. 2015; 8(S1):154-60.
- Brown DJ, McHugh D, Standen P, Evett L, Shopland N, Battersby S. Designing location-based learning experiences for people with intellectual disabilities and additional sensory impairments. Computers and Education. 2011; 56(1):11-20.
- Gentry T, Wallace J, Kvarfordt C, Lynch KB. Personal digital assistants as cognitive aids for high school students with autism: Results of a community-based trial. Journal of Vocational Rehabilitation. 2010; 32(2):101-7.
- Upadhyay N. M-Learning–A New Paradigm in Education. International Journal of Instructional Technology and Distance Learning. 2006; 3(2):27-34.
- Yusoff A, Crowder R, Gilbert L, Wills G, editors. A conceptual framework for serious games. Advanced Learning Technologies, 2009 ICALT 2009 Ninth IEEE International Conference on 2009, IEEE.
- Garris R, Ahlers R, Driskell JE. Games, motivation, and learning: A research and practice model. Simulation and Gaming. 2002; 33(4):441-67.
- Thompson J, Berbank-Green B, Cusworth N. The computer game design course: principles, practices and techniques for the aspiring game designer: Thames and Hudson London, 2007.
- Gilbert L, Gale V. Principles of e-learning systems engineering: Elsevier, 2007.
- Prensky M. Digital game-based learning. Computers in Entertainment (CIE). 2003; 1(1):21-21.
- Bertram CPT, Pascal C, Bertram T. Effective early learning: case studies in improvement: Sage, 1997.
- Xie L, Antle AN, Motamedi N, editors. Are tangibles more fun?: comparing children's enjoyment and engagement using physical, graphical and tangible user interfaces. Proceedings of the 2nd international conference on Tangible and embedded interaction, ACM, 2008, p. 191-98.
- Bertram T, Pascal C. Effective early learning programme child involvement scale. Birmigham Download unter: ULR: http://www decs sa gov au/northerncountry/files/links/link_84047 pdf. Date accessed: 2002.
- Jones MG. Creating Electronic Learning Environments: Games, Flow, and the User Interface, 1998.
- Annetta LA, Minogue J, Holmes SY, Cheng M-T. Investigating the impact of video games on high school students’ engagement and learning about genetics. Computers and Education. 2009; 53(1):74-85.
- Newmann FM. Student Engagement and Achievement in American Secondary Schools: ERIC, 1992.
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 3.0 License.