A Web Authoring Tool for the Generation of Adventure Educational Games for Deaf Children

2020 ◽  
pp. 65-75
Author(s):  
Rafael dos Passos Canteri ◽  
Laura Sánchez García ◽  
Tanya Amara Felipe
Keyword(s):  
Educational Games ◽  
Authoring Tool ◽  
Deaf Children

An Authoring Tool for Intelligent Educational Games

2001 ◽  
pp. 61-68 ◽  
Author(s):  
Massimo Zancanaro ◽  
Alessandro Cappelletti ◽  
Claudio Signorini ◽  
Carlo Strapparava
Keyword(s):  
Educational Games ◽  
Authoring Tool

An Authoring Tool for Educational Adventure Games

2013 ◽  
Vol 3 (1) ◽  
pp. 63-79 ◽  
Author(s):  
Florian Mehm ◽  
Stefan Göbel ◽  
Ralf Steinmetz
Keyword(s):  
Educational Games ◽  
Authoring Tool ◽  
Game Model ◽  
Learning Effectiveness ◽  
Game Based Learning ◽  
Educational Content ◽  
Game Mechanics ◽  
Adventure Game ◽  
Adventure Games

The genre of educational adventure games is a common and successful choice in game-based learning. The games combine captivating narratives that motivate players to continue playing with game mechanics that are conductive to learning: the gameplay is slow-paced, allowing players to learn at their own pace, and focused on puzzles that can be infused with educational content. While educational adventure games are well suited for learning in most settings, their creation is often challenging for non-technical experts. Furthermore, existing game editors do not account specifically for adaptive adventure games, which can maximize the learning effectiveness of the games by catering to the players’ needs. To address these two challenges, we present a game model for this genre and use this model to build an authoring tool that lowers the threshold for adventure game creation and supports adaptive educational games. The implementation of this concept was evaluated in several studies.

An Authoring Tool for Adaptive Digital Educational Games

2012 ◽  
pp. 236-249 ◽  
Author(s):  
Florian Mehm ◽  
Johannes Konert ◽  
Stefan Göbel ◽  
Ralf Steinmetz
Keyword(s):  
Educational Games ◽  
Authoring Tool

Equivalent Noise Dose Obtained Through Hearing Aids in the Classrooms of Hearing-Impaired Children

1990 ◽  
Vol 21 (3) ◽  
pp. 147-150
Author(s):  
Ronald A. Wilde
Keyword(s):  
Hearing Aids ◽  
High Gain ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Impaired Children ◽  
Very High ◽  
Hearing Impaired Children

A commercial noise dose meter was used to estimate the equivalent noise dose received through high-gain hearing aids worn in a school for deaf children. There were no significant differences among nominal SSPL settings and all SSPL settings produced very high equivalent noise doses, although these are within the parameters of previous projections.

Evaluation of Special Hearing Aids for Deaf Children

1971 ◽  
Vol 36 (4) ◽  
pp. 527-537 ◽  
Author(s):  
Norman P. Erber
Keyword(s):  
Hearing Aids ◽  
High Frequency ◽  
Hearing Aid ◽  
Low Frequency ◽  
Acoustic Stimulation ◽  
Deaf Children ◽  
Frequency Range ◽  
Frequency Limit ◽  
Unpublished Studies ◽  
Published Research

Two types of special hearing aid have been developed recently to improve the reception of speech by profoundly deaf children. In a different way, each special system provides greater low-frequency acoustic stimulation to deaf ears than does a conventional hearing aid. One of the devices extends the low-frequency limit of amplification; the other shifts high-frequency energy to a lower frequency range. In general, previous evaluations of these special hearing aids have obtained inconsistent or inconclusive results. This paper reviews most of the published research on the use of special hearing aids by deaf children, summarizes several unpublished studies, and suggests a set of guidelines for future evaluations of special and conventional amplification systems.

The Use of Real-Time Visual Displays of Speech in the Training of a Profoundly Deaf, Nonspeaking Child: A Case Report

1971 ◽  
Vol 36 (3) ◽  
pp. 397-409 ◽  
Author(s):  
Rachel E. Stark
Keyword(s):  
Case Report ◽  
Real Time ◽  
Speech Production ◽  
Behavior Problem ◽  
Deaf Children ◽  
Developmental Sequence ◽  
Visual Displays ◽  
Individual Instruction ◽  
Academic Record ◽  
Extract Information

Real-time amplitude contour and spectral displays were used in teaching speech production skills to a profoundly deaf, nonspeaking boy. This child had a visual attention problem, a behavior problem, and a poor academic record. In individual instruction, he was first taught to produce features of speech, for example, friction, nasal, and stop, which are present in vocalizations of 6- to 9-month-old infants, and then to combine these features in syllables and words. He made progress in speech, although sign language and finger spelling were taught at the same time. Speech production skills were retained after instruction was terminated. The results suggest that deaf children are able to extract information about the features of speech from visual displays, and that a developmental sequence should be followed as far as possible in teaching speech production skills to them.

Cochlear implantation: auditory perception in prelingually deaf children

1998 ◽  
Vol 23 (4) ◽  
pp. 372-372 ◽  
Author(s):  
Nikolopoulos ◽  
Archbold ◽  
O'donoghue
Keyword(s):  
Cochlear Implantation ◽  
Auditory Perception ◽  
Deaf Children ◽  
Prelingually Deaf
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