Supporting Youth With Autism Learning Social Competence: A Comparison of Game- and Nongame-Based Activities in 3D Virtual World

2021 ◽  
pp. 073563312110220
Author(s):  
Xianhui Wang ◽  
Wanli Xing
Keyword(s):  
Social Interaction ◽  
Social Competence ◽  
Central Element ◽  
Autism Spectrum ◽  
Virtual Learning Environment ◽  
Learning Activities ◽  
Behavior Patterns ◽  
Interaction Behavior ◽  
Significant Difference ◽  
The Impact

This study explored youth with Autism Spectrum Disorder (ASD) learning social competence in the context of innovative 3D virtual learning environment and the effects of gaming as a central element of the learning experience. The empirical study retrospectively compared the social interactions of 11 adolescents with ASD in game-and nongame-based 3D collaborative learning activities in the same social competence training curriculum. We employed a learning analytics approach - association rule mining to uncover the associative rules of verbal social interaction and nonverbal social interaction contributors from the large dataset of the coded social behaviors. By comparing the rules across the game and nongame activities, we found a significant difference in youth with ASD’s social performance. The results of the group comparison study indicated that the co-occurrence of verbal and nonverbal behaviors is much stronger in the game-based learning activities. The game activities also yielded more diverse social interaction behavior patterns. On the other hand, in the nongame activities, students’ social interaction behavior patterns are much more limited. Furthermore, the impact of game design principles on learning is then discussed in this paper.

Designing for Social Interaction and Social Competence in a 3D-VLE

2012 ◽  
pp. 223-237
Author(s):  
James Laffey ◽  
Matthew Schmidt ◽  
Janine Stichter ◽  
Carla Schmidt ◽  
Danielle Oprean ◽  
...  
Keyword(s):  
Social Interaction ◽  
Social Competence ◽  
Field Test ◽  
Target Population ◽  
Autism Spectrum ◽  
Virtual Learning Environment ◽  
Partial System ◽  
Teaching Approaches ◽  
Online Social Interaction ◽  
Social Skills Curriculum

The purpose of the iSocial project is to support the development and practice of social competence for individuals with Autism Spectrum Disorders (ASD) through a social-skills curriculum and online social interaction delivered via a 3D virtual learning environment (3D-VLE). This chapter describes the background and rationale for developing iSocial, gives an overview of the system, and reports some of the results from a field test of a partial system implementation. The field test provides lessons about the initial system design and recognition of challenges to be faced. The key challenges include (1) finding best approaches for adapting effective teaching approaches to a 3D-VLE, (2) supporting online social interaction for a target population challenged to be social, and (3) amplifying the engagement of youth in support of achieving desired learning outcomes.

Designing for Social Interaction and Social Competence in a 3D-VLE

2010 ◽  
pp. 154-168 ◽  
Author(s):  
James Laffey ◽  
Matthew Schmidt ◽  
Janine Stichter ◽  
Carla Schmidt ◽  
Danielle Oprean
Keyword(s):  
Social Interaction ◽  
Social Competence ◽  
Field Test ◽  
Target Population ◽  
Autism Spectrum ◽  
Virtual Learning Environment ◽  
Partial System ◽  
Teaching Approaches ◽  
Online Social Interaction ◽  
Social Skills Curriculum

The purpose of the iSocial project is to support the development and practice of social competence for individuals with Autism Spectrum Disorders (ASD) through a social-skills curriculum and online social interaction delivered via a 3D virtual learning environment (3D-VLE). This chapter describes the background and rationale for developing iSocial, gives an overview of the system, and reports some of the results from a field test of a partial system implementation. The field test provides lessons about the initial system design and recognition of challenges to be faced. The key challenges include (1) finding best approaches for adapting effective teaching approaches to a 3D-VLE, (2) supporting online social interaction for a target population challenged to be social, and (3) amplifying the engagement of youth in support of achieving desired learning outcomes.

Being social in a 3D collaborative virtual learning environment : a case study of youth with autism spectrum disorder learning social competence in iSocial

2014 ◽  
Author(s):  
◽  
Xianhui Wang
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interaction ◽  
Social Competence ◽  
Social Interactions ◽  
Social Presence ◽  
Virtual Learning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Reciprocal Social Interaction

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Over the past decade 3D collaborative virtual learning has gained increasing attention from researchers and practitioners in educational technology. Learners experience of presence in collaborative activities and social interactions among learners are identified as key constructs for the social dimensions of 3D collaborative virtual learning. 3D Collaborative Virtual Learning Environments (CVLEs) are beginning to be used to support learning in a variety of disciplines, including social skills learning for individuals with Autism Spectrum Disorder (ASD). This case study explores 11 youth with ASD's experience of embodied social presence and reciprocal social interaction while learning social competence in a 3D CVLE-iSocial. The findings describe youth with ASD's 1) levels of embodied presence, embodied copresence, and embodied social presence; and 2) verbal and nonverbal reciprocal social interactions across the variety of Naturalistic Practice activities in iSocial. In addition, the results of this case study inform future design by indicating associations of design features of iSocial 3D CVLE with youth with ASD's experience of embodied social presence and characteristics of reciprocal social interaction.

scholarly journals Realidad aumentada y estimulación de la competencia socio-comunicativa en sujetos con TEA

2021 ◽  
Vol 21 (66) ◽  
Author(s):  
María Esther Del Moral Pérez ◽  
Nerea López-Bouzas
Keyword(s):  
Social Interaction ◽  
Augmented Reality ◽  
Qualitative Methodology ◽  
Positive Impact ◽  
Meta Analysis ◽  
School Setting ◽  
Autism Spectrum ◽  
Systematic Revision ◽  
Revisión Sistemática ◽  
The Impact

Se recogen estudios centrados en analizar el impacto de la realidad aumentada (RA) en intervenciones con sujetos con Trastorno del Espectro Autista (TEA), orientados a estimular sus competencias social y comunicativa, favoreciendo su interacción social. Se adopta una metodología cualitativa, concretada en la revisión sistemática de investigaciones (N=26) -a través de meta-análisis-, publicadas durante 2012-2020 en revistas de impacto, desarrolladas en tres contextos: educativo, experimental-psicológico y tecnológico. Los resultados reflejan que en su mayoría son estudios de caso. Destacan los estudios de índole tecnológico, ligados al diseño e implementación de recursos con RA en ámbito clínico. Asimismo, los asociados a intervenciones en contextos educativos incorporan la RA como recursos didácticos en ámbitos escolares. Los desarrollados en contextos experimentales-psicológicos describen intervenciones con RA y analizan el comportamiento de los sujetos en diversos ámbitos. Se observa unanimidad al subrayar el impacto positivo de las app o sistemas de RA para estimular la interacción social. Sin embargo, no especifican las fases de intervención ni utilizan app o recursos comerciales o accesibles, limitando su extrapolación a otros contextos. Concluyendo, se precisan equipos interdisciplinares que compartan hallazgos que redunden en beneficio de los sujetos con TEA, suscitando intervenciones que favorezcan su plena inclusión socio-educativa. Some studies, focused on analysing the impact of augmented reality in interventions to people with Autism Spectrum Disorder (ASD), are gathered, directed to stimulate their social and communicative abilities in order to favour their social interaction. A qualitative methodology is adopted in this paper as specified in the systematic revision of investigations (N=26) -through meta-analysis- published during 2012-2020 in specialized academic journals and developed in three different contexts: educative, technological and psycho-experimental. The results show that most of them are case studies. Technological studies, bound to the design and establishment of augmented reality resources in the clinical setting, are the ones that stand out. Furthermore, those associated to interventions in the educational environment incorporate augmented reality as a teaching resource in the school setting. Finally, those developed in a psycho-experimental context describe interventions with augmented reality and analyse the people’s behaviour in different fields. Unanimity is observed when it comes to highlight the positive impact these apps or augmented reality systems have to stimulate social interaction. However, interventions phases are not specified nor are accessible or commercial resources used, what restricts its extrapolation to other contexts. In conclusion, an interdisciplinary equipment which shares the discoveries concerning the benefit of people with ASD is required, arousing interventions which favour their total socio-educational inclusion.

scholarly journals Relationship between Emotional Maturity and Social Competence in Young Adults

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Prabhjeet Singh Narula
Keyword(s):  
Social Interaction ◽  
Social Competence ◽  
Social Adjustment ◽  
Young Male ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Emotional Maturity ◽  
Significance Level ◽  
Competence Level ◽  
The Impact

Background: The impact of Emotional maturity starts with the maintenance and enlistment of ability. The degree to which applicant’s emotional maturity is considered in settling on top official contracting choices significantly affects a definitive achievement or disappointment of those administrators. The emotional maturity of the people doing the contracting is additionally significant for good procuring choices. Kokin Saera et al (2004) conducted a cross sectional study on “comparison of emotional maturity and social interaction in adolescents as compared to adults”. In this study, 50 adults and 50 adolescents were given social adjustment inventory and emotional competency test. The study concluded high social interaction in adolescents as compared to adults however, prevalence of emotional maturity in adults was found to be high. Purpose: To find the relationship between Emotional Maturity and Social Competence among Young male and Female Adults. Material and Methods: Sample was collected from 80 adults (40 Males and 40 Females) age ranging 18-25years both employed and unemployed from Delhi. The tools used for collecting data related to emotional maturity and social competence were Emotional maturity scale developed by Dr Yashvir Singh and Dr. Mahesh Bhargava and Social competence scale developed by Dr V.P. Sharma, Dr (Mrs) Prabha Shukla and Dr (Mrs) Kiran Shukla. Result and Conclusion: On a average, females were found to be highly emotionally mature as compared to the males at both the significance level of 0.05 and 0.1. Moreover, there was no difference in social competence level of working and non working adults as well as social competence level was found to be not dependent on gender.

scholarly journals The dynamics of entropy in the COVID-19 outbreaks

2020 ◽  
Vol 101 (3) ◽  
pp. 1847-1869 ◽  
Author(s):  
Ziqi Wang ◽  
Marco Broccardo ◽  
Arnaud Mignan ◽  
Didier Sornette
Keyword(s):  
Temporal Evolution ◽  
Central Element ◽  
Mitigation Strategies ◽  
Simple Modification ◽  
Absolute Change ◽  
Address Data ◽  
Significant Difference ◽  
Stochastic Framework ◽  
The Absolute ◽  
The Impact

Abstract With the unfolding of the COVID-19 pandemic, mathematical modelling of epidemics has been perceived and used as a central element in understanding, predicting, and governing the pandemic event. However, soon it became clear that long-term predictions were extremely challenging to address. In addition, it is still unclear which metric shall be used for a global description of the evolution of the outbreaks. Yet a robust modelling of pandemic dynamics and a consistent choice of the transmission metric is crucial for an in-depth understanding of the macroscopic phenomenology and better-informed mitigation strategies. In this study, we propose a Markovian stochastic framework designed for describing the evolution of entropy during the COVID-19 pandemic together with the instantaneous reproductive ratio. Then, we introduce and use entropy-based metrics of global transmission to measure the impact and the temporal evolution of a pandemic event. In the formulation of the model, the temporal evolution of the outbreak is modelled by an equation governing the probability distribution that describes a nonlinear Markov process of a statistically averaged individual, leading to a clear physical interpretation. The time-dependent parameters are formulated by adaptive basis functions, leading to a parsimonious representation. In addition, we provide a full Bayesian inversion scheme for calibration together with a coherent strategy to address data unreliability. The time evolution of the entropy rate, the absolute change in the system entropy, and the instantaneous reproductive ratio are natural and transparent outputs of this framework. The framework has the appealing property of being applicable to any compartmental epidemic model. As an illustration, we apply the proposed approach to a simple modification of the susceptible–exposed–infected–removed model. Applying the model to the Hubei region, South Korean, Italian, Spanish, German, and French COVID-19 datasets, we discover significant difference in the absolute change of entropy but highly regular trends for both the entropy evolution and the instantaneous reproductive ratio.

scholarly journals STUDENTS' PERSPECTIVES IN STUDYING MATHEMATICS SUBJECT THROUGH E-LEARNING TOOLS AT FOUNDATION EDUCATION LEVEL

2021 ◽  
Vol 6 (23) ◽  
pp. 108-117
Author(s):  
Che Haziqah Che Hussin ◽  
Nurliyana Juhan ◽  
Suriana Lasaraiya ◽  
Ayu Afiqah Nasrullah
Keyword(s):  
Data Analysis ◽  
Learning Styles ◽  
Education Level ◽  
Female Students ◽  
Learning Activities ◽  
Asynchronous Learning ◽  
Learning Tools ◽  
Significant Difference ◽  
E Learning ◽  
The Impact

The aim of the study was to find out how students preferred using asynchronous and synchronous e-learning tools. Asynchronous learning occurs when there is no predetermined time for it to take place. Learners can learn whenever and wherever they want, and they can take their time to learn what they need to know. Synchronous e-learning is characterized by structured and time-bound activities delivered via web conferencing and chatting. At the Preparatory Centre for Science and Technology, Universiti Malaysia Sabah (PCST, UMS) lecturers could conduct synchronous or asynchronous due to MCO which was enforced on March 18, 2020. As a result, this study was done to examine the impact of several learning styles on foundation UMS students during the COVID-19 crisis, including synchronous and asynchronous. The quantitative data analysis of research will be presented in this study. Microsoft Excel was used for data analysis. The male and female students' opinions were compared using an independent sample t-test. Additionally, the responses of students to various aspects of e-learning were represented using descriptive statistics. The findings found a significant difference in students' perceptions of the efficacy of asynchronous e-learning activities. Female students’ responses show that they found asynchronous is more effective than male students at the foundation education level. Students were found to have a greater interest in asynchronous and blended learning activities.

scholarly journals Psychiatric Comorbidities among Children with Attention Deficit Hyperactivity Disorders

2020 ◽  
pp. 85-96
Author(s):  
Sahar Sayed Ahmed Shaaban ◽  
Mohammad Abd El-Hakeem Seleem ◽  
Adel Abd El –Kareem Badawy ◽  
Mai Abd El–Raouf Eissa
Keyword(s):  
Conduct Disorder ◽  
Attention Deficit ◽  
Nocturnal Enuresis ◽  
Autism Spectrum ◽  
Tic Disorders ◽  
Psychiatric Comorbidities ◽  
Total Problem ◽  
Oppositional Defiant ◽  
Significant Difference ◽  
The Impact

Background and Purpose: Attention Deficit Hyperactivity Disorder (ADHD) is the most common neurodevelopmental disorder in children. The purpose of this study is to explore the rate of psychiatric comorbidities among children with ADHD and investigating the impact of comorbidities on function of children. Subjects and Methods: Sixty-four children of both genders who fulfilled DSM-5 criteria for ADHD were included. All subjects were subjected to IQ assessment, Kiddie Schedule for Affective Disorders and Schizophrenia (K-SADS), Conners Rating Scale, and Child Behavior Check List (CBCL). Results: Combined subtype was the commonest (50%) followed by hyperactive-impulsive (31.25%), then inattentive (18.75%). Psychiatric comorbid disorder among pediatric cases with ADHD was ODD (31.25%), followed by nocturnal enuresis (23.44%), conduct disorders (18.75%), motor tic disorders (15.63%), anxiety disorders (12.50%), depressive disorders (10.94%), substance abuse disorders (9.38%), autism spectrum disorders (7.81%), vocal tic disorders (1.56%).  There was a statistically significant difference between gender and conduct disorder and SUDs (P <0.05). There was no significant difference in the distribution of comorbidities among subtypes except for conduct disorder (P<0.05). There was a significant difference between comorbidities and severity of ADHD, according to the Conners scale (P<0.05). There was a significant difference between comorbidities number and different CBCL parameters (P<0.05). There was a significant negative correlation between the number of comorbidities and total competence and positive correlation with the total problem (P<0.05). Conclusions: The presence of comorbid disorders among pediatric cases with ADHD is the rule rather than the exception. Oppositional defiant disorder, followed by nocturnal enuresis, are the most common comorbid diseases. Comorbidities number is negatively correlated with total competence and positively correlated with the total problem.

scholarly journals The Effect of Early Intervention for Individuals with Autism to Increase Communication skills: أثر التدخل المبكر على الأفراد المصابين بالتوحد في زيادة مهارات الاتصال

2019 ◽  
Vol 3 (26) ◽  
Author(s):  
Ahmed Alohali
Keyword(s):  
Early Intervention ◽  
Social Interaction ◽  
Communication Skills ◽  
Descriptive Analysis ◽  
Children With Autism ◽  
Autism Spectrum ◽  
The Family ◽  
Spectrum Disorders ◽  
And Behavior ◽  
The Impact

The research was motivated because of every year the population of children with Autism Spectrum Disorders (ASD) continues to increase. An autism spectrum disorder characterized by three impairments (triad of impairments) are impairment of social communication, impairment of social interaction and behavior. The impact of stress on the family as for their children with GSA disorder can occur either internally or externally. Goal of research is a model of early intervention to enhance social interaction and communication skills of children with GSA. The method used is the Research and Development, with a primary emphasis on the qualitative approach, descriptive analysis, by interview and observation. The results showed that there are parents who initially could not accept, and even today is still not able to accept the children unconditionally and their stress because of confusion how to communicate with their children, but if there is a problem that must be faced by families support each other, think together solution. Early intervention is not well developed in the family, parents prefer intervention by the therapist rather than doing it yourself.    

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