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Designing Gamified E-Learning Applications for Children with Down’s Syndrome - The Case of Teaching Literacy and Language Skills

Topics: Active Learning; Blended Learning; Children's Education using Computer Support and K12 Students; e-Learning Hardware and Software; e-Learning in Developing Countries; e-Learning in Engineering Education; e-Learning Platforms, Portals; e-Learning Success Cases; Game-Based and Simulation-Based Learning; Gamification for Learning; Immersive Learning; Instructional Design; Intelligent Learning and Teaching Systems; Mentoring and Tutoring; Synchronous and Asynchronous Learning; Theoretical Bases of E-Learning Environments; Tools to Assess Learning

Authors: Igor Vieira 1 ; Antao Moura 2 ; Uwe Terton 3 ; Mark Bilby 3 and Marcelo Barros 2

Affiliations: 1 Federal University of Campina Grande, Brazil ; 2 Federal Universisty of Campina Grande, Brazil ; 3 University of the Sunshine Coast, Australia

ISBN: 978-989-758-291-2

Keyword(s): Down Syndrome, Computer-Supported Education, Gamification, Literacy, Language Acquisition, Requirements Engineering, United Nations Convention on the Rights of Persons with Disabilities (UNCRPD).

Abstract: Down’s syndrome (DS) is the most common genetic cause of intellectual disability worldwide, with language being one of the most affected area. Language skills and literacy acquisition thus require special care. It is still rare to use software to support such care while, simultaneously, providing education and entertainment. This paper presents results of research on the design of gamified software applications to support pedagogical processes of literacy and language acquisition, making them fun, motivating and effective for children with DS. The paper analyses rankings of design domains of gamified e-learning applications done earlier in the research according to pedagogical benefits in entertaining education of DS children. The paper is believed to offer contributions to requirements engineering of e-learning, gamified software applications in general and to computer-assisted education of DS children in particular. The paper directly contributes to the concretization of article 24 (access to Education) of the General Principles, Accessibility, of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD). Usage of applications that implement most beneficial requirements may also indirectly contribute to UNCRPD article 19 –Living independently and being included in the community; article 21 – access to Information and communication services; and, article 27 -Work and employment. (More)

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Paper citation in several formats:
Vieira, I.; Moura, A.; Terton , U.; Bilby, M. and Barros , M. (2018). Designing Gamified E-Learning Applications for Children with Down’s Syndrome - The Case of Teaching Literacy and Language Skills.In Proceedings of the 10th International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-758-291-2, pages 102-113. DOI: 10.5220/0006684701020113

@conference{csedu18,
author={Igor Vieira. and Antao Moura. and Uwe Terton . and Mark Bilby. and Marcelo Barros .},
title={Designing Gamified E-Learning Applications for Children with Down’s Syndrome - The Case of Teaching Literacy and Language Skills},
booktitle={Proceedings of the 10th International Conference on Computer Supported Education - Volume 2: CSEDU,},
year={2018},
pages={102-113},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0006684701020113},
isbn={978-989-758-291-2},
}

TY - CONF

JO - Proceedings of the 10th International Conference on Computer Supported Education - Volume 2: CSEDU,
TI - Designing Gamified E-Learning Applications for Children with Down’s Syndrome - The Case of Teaching Literacy and Language Skills
SN - 978-989-758-291-2
AU - Vieira, I.
AU - Moura, A.
AU - Terton , U.
AU - Bilby, M.
AU - Barros , M.
PY - 2018
SP - 102
EP - 113
DO - 10.5220/0006684701020113

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