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首页> 外文会议>IEEE International Conference on Development and Learning >Creating a software to promote understanding about narrative in children with autism: Reflecting on the design of feedback and opportunities to reason
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Creating a software to promote understanding about narrative in children with autism: Reflecting on the design of feedback and opportunities to reason

机译：创建一个软件，促进自闭症儿童叙事的理解：反思反馈和机遇的设计

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TouchStory is a software game that aims at improving the understanding of narrative by children with autism. In fact, the underlying conceptual framework intends to investigate to what extent we can improve the children’s understanding of narrative through the introduction of simple game-like tasks that address primitive components of narrative. The game has strong analogies with the concrete, physical world. Our design approach, following our knowledge regarding this particular group of learners, was to ‘keep things simple’, introducing features only if necessary to provide each individual child with a focussed and enjoyable game, from which that particular child may learn about, or absorb, (or become more familiar with) primitive components of narrative. In this paper we concentrate on issues of reward, feedback, and opportunities for reasoning (about the task and/or their own performance) provided by software. We present results from the first 7 visits of an ongoing longitudinal study involving 6 children each with a diagnosis of autism. We consider the children’s apparent engagement with TouchStory, and in particular, we focus on the strategy each child adopts and consequent feedback from the software. This analysis prompted us to further reflect on the specificities of this group of children and the challenges to create supportive learning environments.
机译：TouchStory是一种软件游戏，旨在改善自闭症儿童对叙事的理解。事实上，潜在的概念框架打算调查通过引入类似于叙述的原始组成部分的简单游戏的游戏，我们可以在多大程度上提高孩子对叙述的理解。游戏与混凝土，物理世界进行了强烈的类比。我们的设计方法，遵循我们关于这一特定学习者的知识，是“保持简单的事情”，仅在必要时引入特征，以便为每个专注和愉快的游戏提供专注和愉快的游戏，从中可以从中学习或吸收（或者更熟悉）叙事的原始组成部分。在本文中，我们专注于奖励，反馈和推理（关于任务和/或其自身性能）的机会的问题。我们提出了持续纵向研究的前7种涉及6名儿童的持续纵向研究的结果，每次诊断自闭症。我们认为，孩子们与触摸屏的明显参与，特别是，我们专注于每个孩子采用的策略和从软件的反馈。这种分析促使我们进一步反思这组儿童的特殊性以及创造支持性学习环境的挑战。

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