gamified environment supported by augmented reality for improving communicative competencies in students with ASD: design and validation

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH IJERI-International Journal of Educational Research and Innovation Pub Date : 2023-05-12 DOI:10.46661/ijeri.6820
Nerea López-Bouzas, M. E. del Moral Pérez
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引用次数: 1

Abstract

The objective of this study was to design and validate an Augmented Gamified Environment (AGE) for improving communicative skills in students with ASD. The study used a mixed methodology: a) qualitative, focused on a single case to describe the AGE design process. The environment uses a pirate adventure story which includes gamified activities supported by augmented reality. It promotes immersive learning through activities that encourage social, linguistic, and cognitive skills linked to symbolic play; and b) quantitative, based on the Delphi method in which experts (N=12) evaluated the environment using 14 indicators in four dimensions: adaptability to the pace of learning, suitability of the base and code for presenting the content, didactic potential for developing competence, and the suitability of the gamification process for students with ASD. The expert assessment helped to improve the adaptability, flexibility, and functionality of the AGE, which incorporated versatile and augmented reality activities and applications to provide the student with playful linguistic and socio-emotional development in an immersive environment.
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增强现实支持的游戏化环境提高ASD学生的交际能力:设计和验证
本研究的目的是设计和验证一个增强游戏化环境(AGE),以提高ASD学生的沟通技能。该研究使用了混合方法:a)定性,专注于单个案例来描述AGE设计过程。环境采用海盗冒险故事,其中包括增强现实支持的游戏化活动。它通过鼓励与象征性游戏相关的社交、语言和认知技能的活动,促进沉浸式学习;b)定量,基于德尔菲法,专家(N=12)使用四个维度的14个指标对环境进行评估:对学习节奏的适应性、呈现内容的基础和代码的适用性、发展能力的教学潜力以及游戏化过程对自闭症学生的适用性。专家的评估有助于提高AGE的适应性、灵活性和功能,它结合了多功能和增强现实的活动和应用程序,为学生提供沉浸式环境中有趣的语言和社会情感发展。
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来源期刊
CiteScore
4.90
自引率
12.50%
发文量
17
审稿时长
4 weeks
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