scholarly journals Gestural interaction and reading skills: a case study of people with Down syndrome

2021 ◽  
Author(s):  
Pablo Torres-Carrion ◽  
Carina González-González ◽  
César Bernal Bravo ◽  
Alfonso Infante-Moro
Keyword(s):  
Down Syndrome ◽  
Reading Skills ◽  
Control Group ◽  
Kinect Sensor ◽  
Visual Integration ◽  
Cognitive Difficulties ◽  
Gestural Interaction ◽  
Sequential Memory ◽  
Experimental Group

AbstractPeople with Down syndrome present cognitive difficulties that affect their reading skills. In this study, we present results about using gestural interaction with the Kinect sensor to improve the reading skills of students with Down syndrome. We found improvements in the visual association, visual comprehension, sequential memory, and visual integration after this stimulation in the experimental group compared to the control group. We also found that the number of errors and delay time in the interaction decreased between sessions in the experimental group.

scholarly journals Gestural Interaction and Reading Skills: A Case of Study with People with Down Syndrome

2019 ◽  
Author(s):  
Pablo Vicente Torres-Carrión ◽  
Carina González-González ◽  
César Bernal Bravo ◽  
Alfonso Infante-Moro
Keyword(s):  
Down Syndrome ◽  
Reading Skills ◽  
Small Samples ◽  
Control Group ◽  
Kinect Sensor ◽  
Visual Integration ◽  
Cognitive Difficulties ◽  
Gestural Interaction ◽  
Sequential Memory ◽  
Experimental Group

People with Down syndrome present cognitive difficulties that affect their reading skills. In this study we present results about the use of gestural interaction with Kinect sensor to improve the reading skills of students with Down syndrome. Following a case of study method for small samples with disabilities, measuring different variables related to reading skills in an experimental group and in a control group. We found improvements in the visual association, visual comprehension, sequential memory, and visual integration after this stimulation in the experimental group compared to the control group. Also, we found that the number of error and delay time of interaction decrease between sessions in the experimental group.

scholarly journals Improving Cognitive Visual-Motor Abilities in Individuals with Down Syndrome

Sensors ◽  
2019 ◽  
Vol 19 (18) ◽  
pp. 3984 ◽  
Author(s):  
Torres-Carrión ◽  
González-González ◽  
Toledo-Delgado ◽  
Muñoz-Cruz ◽  
Gil-Iranzo ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Motor Skills ◽  
Single Case ◽  
Cognitive Stimulation ◽  
Control Group ◽  
Kinect Sensor ◽  
Gestural Interaction ◽  
Post Test ◽  
Visual Motor ◽  
Experimental Group

Down syndrome causes a reduction in cognitive abilities, with visual-motor skills being particularly affected. In this work, we have focused on this skill in order to stimulate better learning. The proposal relies on stimulating the cognitive visual-motor skills of individuals with Down Syndrome (DS) using exercises with a gestural interaction platform based on the KINECT sensor named TANGO:H, the goal being to improve them. To validate the proposal, an experimental single-case study method was designed using two groups: a control group and an experimental one, with similar cognitive ages. Didactic exercises were provided to the experimental group using visual cognitive stimulation. These exercises were created on the TANGO:H Designer, a platform that was designed for gestural interaction using the KINECT sensor. As a result, TANGO:H allows for visual-motor cognitive stimulation through the movement of hands, arms, feet and head. The “Illinois Test of Psycholinguistic Abilities (ITPA)” was applied to both groups as a pre-test and post-test in its four reference sections: visual comprehension, visual-motor sequential memory, visual association, and visual integration. Two checks were made, one using the longitudinal comparison of the pre-test/post-test of the experimental group, and another that relied on comparing the difference of the means of the pre-test/post-test. We also used an observational methodology for the working sessions from the experimental group. Although the statistical results do not show significant differences between the two groups, the results of the observations exhibited an improvement in visual-motor cognitive skills.

scholarly journals Training basic numerical skills in children with Down syndrome using the computerized game “The Number Race”

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Francesco Sella ◽  
Sara Onnivello ◽  
Maristella Lunardon ◽  
Silvia Lanfranchi ◽  
Marco Zorzi
Keyword(s):  
Down Syndrome ◽  
Reading Skills ◽  
Negative Impact ◽  
Control Group ◽  
Mental Calculation ◽  
Training Groups ◽  
Children With Down Syndrome ◽  
Weak Evidence ◽  
Experimental Group

AbstractIndividuals with Down syndrome (DS) present reduced basic numerical skills, which have a negative impact on everyday numeracy and mathematical learning. Here, we evaluated the efficacy of the adaptive (non-commercial) computerized game “The Number Race” in improving basic numerical skills in children with DS. The experimental group (EG; N = 30, Mage-in-months 118, range 70–149) completed a training playing with “The Number Race”, whereas children in the control group (CG; N = 31, Mage-in-months 138, range 76–207) worked with software aiming at improving their reading skills. The training lasted 10 weeks with two weekly sessions of 20–30 min each. We assessed both groups’ numerical and reading skills before and immediately after the end of the training, as well as at a 3-months follow-up. We found weak evidence for post-training groups differences in terms of overall numeracy score. However, the EG displayed substantial improvements in specific numerical skills and in mental calculation, which were maintained over time, and no improvement in reading. Conversely, the CG showed improvements in their reading skills as well as in number skills but to a lesser extent compared to the EG. Overall, “The Number Race” appears as a suitable tool to improve some aspects of numeracy in DS.

scholarly journals The Effect of Using Prezi on Al Zaytoonah University Students’ Performance in French Language Reading Skills

2018 ◽  
Vol 12 (1) ◽  
pp. 128
Author(s):  
Samer Al-Hammouri
Keyword(s):  
Public Schools ◽  
Reading Skills ◽  
Reading Skill ◽  
Achievement Test ◽  
French Language ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The purpose of this study is to investigate the effect of using Prezi on Al Zaytoonah students’ performance in French Language reading skill. To achieve the purpose of the study, a pre/post-test was constructed to measure students’ performance in French language reading skill. The sample of the study comprised 128 students from Al Zaytoonah University and was distributed into two sections, which were selected purposefully. The sample of the study was distributed into two groups (one experimental and one control groups). The experimental group’s students were taught the reading skill using Prezi while the control groups’ students were taught using the traditional way. The sample of the study was 64 students in the experimental group and 64 students in the control group. Those groups were distributed into two purposefully selected sections in public schools in Amman. The results of the study showed a variance in the means of the achievement test according to group, it also showed that there were statistically significant differences on the achievement test due to the Strategy variable. There were statistically significant differences between using Prezi Strategy and the Current Strategy in favor of the Prezi Strategy, and there was no statistically significant difference in the students’ achievement due to gender. There was no statistically significant difference due to the interaction between gender and group. The researchers recommend that researchers focus on new teaching strategies and conduct more studies related this topic. They also recommend that other researchers conduct studies and focus on the role play strategy.

scholarly journals في ترقية مهارة القراءة لطلاّب الصفِ السابع بِالمدرسةِ المتوسطة الحكومية العاشرة سليمان (Index Card Match) فعالية استخدام الاستراتيجيّةِ مطابقة بطاقة الرقمَ القياسى

2019 ◽  
Vol 4 (1) ◽  
pp. 68-81
Author(s):  
Rihanatul Fauziah ◽  
Nurhadi Nurhadi
Keyword(s):  
Middle School ◽  
Learning Process ◽  
Reading Skills ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Index Card ◽  
Mean Values ◽  
Motivation For Learning ◽  
Experimental Group ◽  
Reading Texts

This research is motivated by the low reading comprehension of Arabic which is possessed by students of Middle School 10 Sleman in understanding reading texts because of the absence of a linguistic environment and active, so it caused a lack of interest and motivation for learning in the learning process. This study aims to improve reading skills in Arabic for 7th grade students of  Middle School 10 Sleman especially in understanding reading texts by using the Index Card Match strategy in learning reading skills. With this research, it is expected to be able to help teachers in the learning process of reading Arabic skills and improve students' ability to read. In its implementation, this study used a quasi-quantitative approach with the Experimental method. To find out the extent of the effectiveness of the Index Card Match strategy in learning Arabic reading skills, the formula used is the t-test. This study resulted in differences in statistical calculations in mean values ​​in the experimental group and the control group. For the experimental group reached an average of 81.28 and the control group 76.88. The value of "t" counts 2.335 and "t" table 2.042 so that "t" counts greater than "t" table, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected and there are significant differences. From the results above the researchers concluded that the use of the Index Card Match strategy in learning Arabic reading skills was effective so that it could improve reading skills in 7th grade students of Middle School 10 Sleman.

scholarly journals The Impact of Divergent and Convergent Tasks on Iraqi EFL Students Reading Comprehension Success

2021 ◽  
Vol 1 (1) ◽  
pp. 35-39
Author(s):  
Sabeeha Hamza Dehham ◽  
Nadia Majeed Hussein
Keyword(s):  
Reading Skills ◽  
Experimental Approach ◽  
Statistical Significance ◽  
Control Group ◽  
Efl Students ◽  
Preparatory Stage ◽  
The Mean ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This research attempted to explore the effects of divergent and convergent tasks on the successful reading of EFL students at the preparatory stage. To verify the analysis, the null hypothesis was established that states "There are no differences of statistical significance at the level of (0,05) among the mean of scores of the experimental group who study according to divergent and convergent task technique and the mean of the scores of the control group who study according to the regular method".  The experimental approach is used by designing two equivalent experimental groups of 32 students studying the technique proposed, and an 8-week (2019-2020) control group of 32 students, three classes each week using the Google Classroom Platform and Telegram. The present study utilized the platform Google Classroom (GC) and Telegram as an educational platform to assist students during their course learning process. The writing skills test was administered after checking with the experts. The results show that there are statistical differences at level (0,05) between the average of the experimental and control groups' reading skills and those of the experimental group. This difference is because the experimental group uses divergent and convergent tasks.

scholarly journals The Impact of WhatsApp on Learners’ Achievement: A Case Study of English Language Majors at King Khalid University

2018 ◽  
Vol 6 (2) ◽  
pp. 69 ◽  
Author(s):  
Abdulkhaleq Q. A. Hassan ◽  
Sayed Salahuddin Ahmed
Keyword(s):  
Content Knowledge ◽  
Mobile Application ◽  
English Language ◽  
Traditional Classroom ◽  
Control Group ◽  
E Learning ◽  
Additional Support ◽  
The Impact ◽  
Experimental Group

To investigate the effectiveness of e-learning by using a particular mobile application, namely WhatsApp, an empirical study was conducted on sixty undergraduate English language majors at King Khalid University in Saudi Arabia. The objective of the study was to determine whether the levels of motivation, content knowledge and grades of the students (who took the course “Syntax”)-, developed after receiving additional support through WhatsApp apart from traditional classroom lectures. The results showed that the experimental group that got extra support from fellow students and the course teachers through WhatsApp outperformed the students of the control group who studied the course only through traditional method. Moreover, the gap of success rate between the experimental group and the control group is about eighty nine percent with zero failure in the experimental group. The study proved that WhatsApp can be effectively used for providing supplementary support to motivate students to study properly and to get higher grades.

scholarly journals Effects of Massage Therapy on the Development of Babies Born with Down Syndrome

2020 ◽  
Vol 2020 ◽  
pp. 1-9
Author(s):  
Elena Pinero-Pinto ◽  
María-Luisa Benítez-Lugo ◽  
Raquel Chillón-Martínez ◽  
Manuel Rebollo-Salas ◽  
Lorena-María Bellido-Fernández ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Mixed Model ◽  
Massage Therapy ◽  
Psychomotor Development ◽  
Control Group ◽  
Short Term ◽  
Infant Massage ◽  
Significant Group ◽  
Developmental Age ◽  
Experimental Group

Objective. To determine the short-term effects of infant massage on the development of Down syndrome babies. Materials and Methods. The study compared two groups (intervention and control), each with 16 babies with Down syndrome between 4 and 8 months old. The variables developmental age and developmental quotient were measured at two distinct time points, at pretest and after 5 weeks, using the Brunet-Lézine Early Childhood Psychomotor Development revised scale. This scale measures the variables of age and development quotient in a partial way (motor, visual-motor coordination, language, and social development) and in a global way. The experimental group received infant massage, applied by the parents, during these 5 weeks, every day for at least 10 minutes. The massage protocol was based on the methodology created by Vimala McClure. The control group received it after 5 weeks. Results. All developmental variables were improved in the experimental group but not in the control group. There were significant differences in developmental age between the two groups, and this outcome was better in the experimental group (p<0.001). The 2-by-2 mixed-model analysis of variance indicates a statistically significant group-by-time interaction for all development quotients, both partial and global (p<0.001), which was significantly higher in the experimental group than in the control group. Conclusion. Infant massage therapy improves the development of babies with Down syndrome in the short term.

Effect of Exergaming on Physical Fitness, Functional Mobility, and Cognitive Functioning in Adults With Down Syndrome

2020 ◽  
Vol 126 (1) ◽  
pp. 34-44
Author(s):  
Alexandra Perrot ◽  
Pauline Maillot ◽  
Agnès Le Foulon ◽  
Anne-Sophie Rebillat
Keyword(s):  
Down Syndrome ◽  
Physical Fitness ◽  
Exercise Intervention ◽  
Intervention Group ◽  
Cognitive Outcomes ◽  
Functional Mobility ◽  
Control Group ◽  
Intervention Adherence ◽  
6 Minute Walk Test ◽  
Experimental Group

Abstract This study examined whether exergames could improve physical, functional, and cognitive functions in people with Down syndrome. Twelve adults with DS, aged over 35 (M = 50.35, SD = 7.45), were randomly assigned to a Wii-based program (n = 6) or a control group (n = 6), and completed physical (Chair Stand Test, 6-Minute Walk Test), functional (TUG, TUDS), and cognitive tests (Corsi, Barrage tests). The experimental group completed a 12-week Wii-based program. There was high intervention adherence and, compared with the control group, greater improvements were observed in the Wii-based exercise intervention group in physical fitness and functional outcomes (p &lt; .05), with no changes in cognitive outcomes.

Jog-Walk Training in Cardiorespiratory Fitness of Adults with down Syndrome

2003 ◽  
Vol 96 (3_suppl) ◽  
pp. 1239-1251 ◽  
Author(s):  
Vassilis Tsimaras ◽  
Paraskevi Giagazoglou ◽  
Eleni Fotiadou ◽  
Kosmas Christoulas ◽  
Nickoletta Angelopoulou
Keyword(s):  
Down Syndrome ◽  
Exercise Training ◽  
Training Program ◽  
Aerobic Training ◽  
Minute Ventilation ◽  
Physiological Parameters ◽  
Peak Oxygen Consumption ◽  
Control Group ◽  
Time To Exhaustion ◽  
Experimental Group

The purpose of this study was to evaluate the effects of an aerobic training program on adults with Down syndrome. 25 male adults with Down syndrome ( M age = 24.6 yr., IQs = 45–60) participated in a 12-wk. exercise training study. Subjects were assigned to an experimental group ( n = 15) and a control group ( n = 10). Pre- and posttraining treadmill tests were performed to determine the following peak physiological parameters: heart rate (HR peak), peak minute ventilation (VE peak), peak oxygen consumption (VO2 peak, absolute and relative), and time to exhaustion (min.). The experimental group underwent a 12-wk. interval training program. The control group received no structured exercise training during this period. Following the 12-wk. training program, significant improvements ( p<.05) in peak physiological parameters were seen for the experimental group for VO2 peak (both relative and absolute), VE peak, and time to exhaustion. No significant improvements in peak physiologic parameters were seen in the control group Consistent with prior research using similar subjects, we concluded that adults with Down syndrome are able to improve their aerobic capacity when performing a systematic and well-designed aerobic training program.

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