Children with autism spectrum disorder benefit from interactive learning environments

Scientific Evidence Platform Under review Children with autism spectrum disorder benefit from interactive learning environments
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SCIENTIFIC ARTICLES:

  • Sanromà-Giménez, M., Lázaro-Cantabrana, J. L., & Gisbert-Cervera, M. (2017). La tecnología móvil: Una herramienta para la mejora de la inclusión digital de las personas con TEA. Psicología, Conocimiento y Sociedad7(2), 173-192.
  • Lozano-Martínez, J., Ballesta-Pagán, F. J. & Alcaraz-García, S. (2011). Software for Teaching Emotions to Students with Autism Spectrum Disorder. Comunicar18(36), 139-148.
  • Baldassarri, S., Passerino, L., Ramis, S., Riquelme, I., & Perales, F. J. (2021). Toward emotional interactive videogames for children with autism spectrum disorder. Universal Access in the Information Society20(2), 239-254.

COMMENT:

People with autism spectrum disorder may present difficulties in learning abstract concepts such as emotions or feelings, from oneself or others. This leads to communication problems. Some articles mention the improvement of this situation thanks to the introduction of technology resources. According to Sanromà et. al. (2017), they determined that the digitization of teaching and learning processes generates multiple benefits for the students with ASD, since it has wide support within communication, thereby increasing their quality of life. Lozano et. al. (2011) support the existence of a Software intended for students between the age of 8 to 18 years (between 5 and 7 mentally). Declaring its use as a facilitating tool in different teaching and learning processes, as well as emotional and social competences, improving their comprehension and social skills throughout the sessions, showing a visible change. Finally, Baldassarri et. al. (2021), they studied dually the possibility to achieve a complete knowledge of the different basic emotions (happiness, sadness, surprise, anger, disgust, fear and neutrality) and the development of skills such as attention, memory, communication and empathy, through a virtual game which is integrated in a physical table that proposes a labyrinth where the student will have to locate and visualize the emotions. Therefore, we can observe that the implementation of the new learning and teaching techniques based on digital processes, have a high success rate. This demonstrates an evident improvement in persons with autism spectrum disorder and their communication skills.

Las personas con trastorno del espectro autista pueden presentar dificultades en el aprendizaje de conceptos abstractos tales como son las emociones o sentimientos de uno mismo y del resto, desencadenando en problemas de comunicación. Algunos artículos mencionan la mejora de esta situación gracias a la introducción de recursos tecnológicos. Según Sanromà et. al. (2017) determinaron que la digitalización de los procesos de enseñanza y aprendizaje,  genera múltiples beneficios para los alumnos con TEA, ya que posee amplios apoyos dentro de la comunicación incrementando así su calidad de vida. Lozano et. al. (2011) sostienen la existencia de un Software destinado al alumnado comprendido entre la edad de 8 a 18 años (siendo mentalmente entre 5 y 7), declarando su utilización como una herramienta facilitadora en los diferentes procesos de aprendizaje así como las competencias emocionales y sociales mejorando su comprensión y habilidades sociales a lo largo de las sesiones, mostrando un cambio visible. Para finalizar Baldassarri et. al. (2021) estudiaron dualmente la posibilidad de lograr un conocimiento integro de las distintas emociones básicas (alegría, tristeza, ira, asco, miedo, sorpresa y neutralidad) y desarrollo de capacidades como la atención, memoria, comunicación y empatía por medio de un juego virtual que se encuentra integrado en una mesa física que propone un laberinto donde el alumno tendrá que localizar y visualizar las emociones. Por lo tanto, podemos observar que la implementación de las nuevas técnicas de aprendizaje y enseñanza basadas en procesos digitales, tienen un alto índice de éxito demostrando así una mejora evidente en las personas con trastorno del espectro autista y su capacidad comunicativa.

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