Early Intervention Tablet-Based Application for Teaching Daily

Living Skills to Autistic Children

Sarah Omar

, Ah-Choo Koo

1,* a

and Azman Bidin

2 b

Faculty of Creative Multimedia, Multimedia University, Cyberjaya, Malaysia

Faculty Malaysia

sarahomar652@gmail.com, ackoo@mmu.edu.my, azman.bidin@umk.edu.my

Keywords: Tablet-Based Application, Autistic Children, Imitation, Video-Modelling.

Abstract: Tablet-based assistive learning applications have the capacity to assist learning, especially for those with

disabilities. The study was conducted to explore the effectiveness of tablet-based application in a special

education setting with five young autistic children as case studies, with in-depth explorations for each child’s

learning experiences. The Autism Aid application was designed using supportive contents from the Malaysian

school curriculum, tailored for young children with autism aged 5 to 10 years and supporting students’

learning. The learning lessons focus on self-management skills using cognitive theory of multimedia learning

and carefully design based on the video modelling contents, text and images. The study employed a qualitative

case study with data gathered from multiple sources. The study has shown that the participants were able to

learn from the tablet-based application. The results have shown that multimedia elements, the human-model,

and the use of tablet in the classroom affected children’s learning outcomes. Video applications have been

beneficial as instructional tools for children with autism, especially in motivating and supporting their learning

endeavours. Findings have shown that the video modelling application has played an important role in shaping

the learning and observational process empowering children to achieve high levels of performance.

1 INTRODUCTION

Technology is a powerful tool for enhancing learning,

enabling individuals to solve problems and achieve

learning goals. Technology has the capacity to make

a substantial difference for learners, especially for

those with disabilities. Studies have indicated that

technology is most often used to deliver information

in a way that has a positive impact emotionally,

physically, and cognitively for this group of learners.

For example, tablet-based applications have shown

beneficials to encourage individuals with disabilities

for their learning activities positively (Dattolo et al.,

2016). Consequently, technology has emerged as a

form of treatment for individuals with disabilities,

serving as a secondary option after medical

treatments under the term ‘Treatment Technology’

(Dattolo et al., 2016). Technology is capable of aiding

children who are diagnosed with autism spectrum

disorder (ASD).

https://orcid.org/0000-0002-1706-1796

https://orcid.org/0000-0002-6913-2090

Correponding author

ASD is a brain function disorder typically

identified during the first two to three years of a

child’s life. ASD is characterized by difficulties in

three main areas, namely social interaction,

communication and language skills, and the presence

of stereotyped, repetitive behaviours, along with

restricted activities and interests (Kodak et al., 2020).

ASD is not an illness but rather a long-term

developmental disability (Kenny et al., 2016). Autism

has a strong genetic basis, with first-degree, which is

related parents that they might sharing part of the

genetic chromosomes for ASD, or some of its

components in the Deoxyribonucleic Acid (DNA).

Booth and Happ (2010, p. 378) and Dillenburger

(2011, p.1119) noted that despite the “discovery of

certain genetic linkages, presently there are no

medical tests that reliably identify individuals with

ASD”. Brain development and function have been the

focus of research in ASD for many years. Based on

research, neuropathologist have concluded that

Omar, S., Koo, A.-C. and Bidin, A.

Early Intervention Tablet-Based Application for Teaching Daily Living Skills to Autistic Children.

DOI: 10.5220/0013341500004557

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Creative Multimedia (ICCM 2024), pages 68-79

ISBN: 978-989-758-733-7; ISSN: 3051-6412

neuro-developmental disorders are evident in

children with ASD (Sauer et al., 2021).

Research has also demonstrated that autistic

children can decode social situations which aid in the

retention of these experiences and enable them to

recall them in future interactions (Ormond et al.,

2018). Miller (2016) highlighted that autistic children

are commonly recognized as visual learners because

of their strength and ability to decode visual

information better than other sensory inputs. This

makes tablet-based applications an effective

educational tool for visual learning by autistic

children. In this study, video modelling was used to

influence the autistic children’s skills adaptability

through visual contents, especially with a human

model. During the learning process, the autistic

children observed the human model and through the

process of action and imitation. The model played a

crucial role not only in demonstrating the behaviours

but also in motivating the young autistic children to

achieve their goals by helping them perform the

behavioural tasks. This method proved supportive for

autistic children who otherwise may have limited

knowledge, experiences, and opportunities to develop

and learn the skills independently.

1.1 Research Objective and Question

The objective of this study was to develop and

explore the effectiveness of a tablet-based application

(known or called as “Autism Aid”) in addressing the

learning challenges faced by autistic children on

learning imitation, delay response and lack of visual

representation. The focus of this study was on

learning imitation or demonstration of basic daily

living skills. The Autism Aid application was

designed and developed based on specific criteria

after an in-depth review of existing research on

application design specific for autistic children. To

accomplish these objectives, two research questions

(RQs) were constructed, and they are: 1. What are the

significant factors that influence the perception of

autistic children toward learning via the Autism Aid

application? 2. How do the interactions of autistic

children with the Autism Aid application enhance

their learning of the skill-based tasks.

2 LITERATURE REVIEW

2.1 Cognitive Theory of Multimedia

Learning

Mayer's Cognitive Theory of Multimedia Learning

(CTML) focused on the use of two separate sensory

channels, namely the visual and auditory channels,

was applied in the design of the educational video

contents for autistic children. By engaging both

channels, the learning process is tailored to the

specific needs of autistic children and enhances their

ability to process and retain information (Mutlu-

Bayraktar et al., 2019). Video Modelling as a teaching

strategy with autistic children; it is a pedagogical

approach for teaching autistic children, which utilizes

playback technique combining visual and audio

technologies to produce dynamic and engaging

materials.

Learners can watch video contents repeatedly and

proceed at their own pace which enhances their

understanding and retention. Additionally, these

videos often feature demonstrations delivered by

experts, providing learners with direct, modelled

instruction. Videos play an important role in

stimulating student motivation and enhancing

learning outcomes. Video modelling has been shown

to improve autistic children’s abilities, particularly in

the context of autism education (Baras, 2018). This

strategy involves autistic children viewing and

observing a live model perform a skill, which thus

directs their attention toward imitating the observed

actions. The videos used in this context often include

short clips containing graphics in the form of dynamic

visuals, audio elements, sound, and written texts, all

designed to optimize the children’s learning

experiences.

The CTML posits that visual information enables

learners to “select relevant information” comprising

of words or pictures, “organize [them] into coherent

mental representations” and “integrating the

information with relevant prior knowledge activated

from long-term memory” (Mayer & Alexander,

2016). Mayer (2024) stressed that proper design

and development of learning material will

improve the learning preforming of the students.

The best method for learning is through reshaping and

activating information memory, by testing on the

learners’ performance in a new learning situation.

According to Constantin et al. (2017), three basic

elements are crucial for learners to succeed in

learning through video tutorials: i) content should be

short and segmented into manageable chunks; ii) it

Early Intervention Tablet-Based Application for Teaching Daily Living Skills to Autistic Children

should use modality and personalization to cater to

different learning styles; and iii) it should include

narration that is conversational in tone. These

elements help in designing educational content that is

both engaging and informative and facilitate easier

assimilation and retention by learners.

2.2 Imitation and Developing Skills

Imitation skill, which is essential for learning, is best

defined as the act of copying other people’s

behaviour. This skill is particularly valuable in

observing and replicating behaviours. Imitation is a

powerful mechanism for learning social behavioural

skills and cultural transmission for young children.

However, research has indicated that autistic children

often exhibit deficits in imitation, which causes

difficulties in maintaining attention, behaviour and

mimicking (Fage et al., 2018). Through observational

learning or imitation, children can acquire new skills

that are applicable in real-life environments. Imitation

skill, which is essential for learning, is best defined as

the act of copying other people’s behaviour.

This skill is particularly valuable in observing and

replicating behaviours. Imitation skills are necessary

for teaching and developing learning processes in

autistic children. Imitation is a powerful mechanism

for learning social behavioural skills and cultural

transmission for young children. However, research

has indicated that autistic children often exhibit

deficits in imitation, which causes difficulties in

maintaining attention, behaviour and mimicking

(Fage et al., 2018). Several studies on imitation

(Vivanti & Hamilton, 2015; Miller, 2016) have

underscored its role in laying a social foundation by

advancing stages of understanding. The key to the

successful teaching of autistic children is to engage

them in interactive activities such as conversation and

joint attention and connecting these to motivation at

every completed sequence of task, activity or

meaningful gesture.

2.3 Tablet-Based Application in

Education

The use of tablet-based applications in educational

settings is increasingly prevalent, especially in

teaching children. These applications serve as tools

for learning by providing information in structured

ways to facilitate learning. The content in these

applications are often designed following specific

pedagogical strategies, such as presenting

information from simple to complex. This approach

supports the contextual presentation of learning

materials, enabling learners to gradually build and

expand their knowledge. The use of tablet-based

applications in education is increasingly recognized

as an enhanced learning and teaching strategy to meet

the demands of 21st-century learning. The use of

these applications is particularly beneficial in

improving the quality of life and enhancing social

communication and independence for autistic

children. Software applications have been shown

effective in delivering information clearly and

concisely, giving detailed information about each

necessary step in the learning process for autistic

children (Algoufi, 2016).

Software applications, which are built with

interactive multimedia forms such as video and audio,

can cater to various learning styles and are especially

valuable for young autistic children. These

multimedia elements also significantly impact

learning and cognitive functions. Furthermore, the

intuitive design of tablet-based applications means

that users do not require prior knowledge or training

to benefit from them, making them especially

valuable for children with autism. Assistive

technology, a tool that is designed specifically for

individuals with disabilities, has shown promise in

helping autistic children focus, engage, interact,

retain information, and perform. In their study,

Purnama et al. (2021) explored the use of assistive

technology in the form of a technology-based

educational application to support autistic children in

their learning. In their study, the interactive visual

support educational application ran on a tablet-based

device. The findings from their study showed that the

software application successfully motivated the

children to interact and engage, especially in

situations where expert teachers were unavailable.

Khan et al. (2023) conducted a quantitative pilot

study in Malaysia to investigate the factors

influencing the behavioural intentions of autistic

children toward technology use in the classroom.

Their findings highlighted the crucial role played by

the Ministry of Education in Malaysia in identifying

the strategies for technology integration in schools.

They study also revealed the roles that technology can

play in reducing the barrier between learners and the

school system and in enhancing the productivity and

efficiency of the education management system. By

focusing on the development and design of

technology-based educational applications for use by

teachers and learners, the ministry can implement

strategies that enhance the effectiveness of the

teaching and learning process. Based on their

findings, Khan et al. (2023) noted that the most

advantageous period for implementing the use of

ICCM 2024 - The International Conference on Creative Multimedia

technology with ASD children is during the early

stages of their education.

Early exposure and initiation to technology used

for learning is beneficial for autistic children as it can

help to enhance learning and improve their chances

of success in education. Moreover, the evidence-

based practice of using technology-based application

has been shown to contribute positively to the

development and improvement of autistic children's

skills and cognitive levels (Linh & Azar 2019).

Similarly, Chettaoui et al. (2022) reported that

technology-enhanced learning increases learners’

understanding and knowledge acquisition in different

subjects across various educational domains. Smail et

al. (2024) have conducted systematic review to

explore the use of tablet-based video among young

autistic children. The review of the studies was

intended to show evidence-based support on practical

use of tablet-based video app for instruction and how

it can be effectively used in the school education and

teaching young autistic children. Based on Bandura’s

social learning theory (SLT, Bandura, 2016), when

the child resented a model, he/she can clearly retrain

and relate to engage in task activity with motivation

to accomplish tasks. Therefore, the finding from the

studies have showed that the use of video modelling

enhanced children's skills. The video modelling

techniques have taught children how to do the task

and found that they retained the knowledge.

As well as the visual effect of the video model was

more supportive and facilitate the learning skill

acquisition without causing strong anxiety or

emotional reaction which have been commonly

observed in some young autistic during teaching and

interactions.

Social stories of toothbrushing education versus

video-modelling based toothbrushing training on oral

hygiene was conducted among male students aged 7–

15 years old with autism spectrum disorders in

Tehran, Iran (Piraneh et al., 2023). The researchers

conducted quantitative pilot study where they

evaluated and compared the effectiveness of use

social stories versus video-modelling for better

learning with autistic learners. The process, guideline

and construction of the methods have implemented to

seek the effects of different training modes on the

learners’ behaviour. The finding of the study by

Piraneh et al. (2023) has showed the efficacy of video

modelling compared to social stories in autistic

children as visual teaching method as well as video

modelling is practical teaching method with autistic

learners.

3 METHODOLOGY

3.1 Designing a Tablet-Based

Application for Autistic Children

The Autism Aid application was designed using

materials from the Malaysian school curriculum,

tailored for young children with autism aged 5 to 10

years, who are enrolled in Malaysian preschool and

elementary schools (Refer to Figure 1). The

curriculum, approved by the Ministry of Education

Malaysia, encompassed a wide range of modules and

academic content to be taught in schools by teachers,

including skills, activities, strategies, concepts, and

contents. These elements directly impact the autistic

children’s learning outcomes. The use of any form of

visual support system in autistic education, in this

research, it is tablet-based assistive visualised

technology, is to be used for autistic children, with the

guides of autism principles and guidelines for the

children education. Figure 1 shows the requirements

and content alignment with the individual learning

pace of each child.

Figure 1: Identification of key principles for the design of

“Autism Aid” - mainly on alignment with curriculum.

This process involved determining the children’

learning requirements and delivering materials in a

manner that ensures mastery of the specified skills.

For children with autism, the curriculum extends

beyond purely academic pursuits to include the

teaching of functional and appropriate skills that

would help them lead a productive life. In this study,

the lessons identified from the curriculum were to

focus on self-management skills. It is a core part of

curriculum requirement for autistic children, namely

the everyday independent living skills such as

performing the brushing of teeth and ablution before

praying. The term ‘self-skills’ or ‘self-management

function’ is often used to describe the actions or skills

that are required to perform daily living skills

Early Intervention Tablet-Based Application for Teaching Daily Living Skills to Autistic Children

independently (Flynn & Healy, 2012, p. 432). The use

of the Autism Aid application can help children with

ASD make fewer mistakes and errors while

performing these tasks and steps, even though they

may have difficulties with imitation skills. The

application was designed and developed based on the

children’s cognitive level, the school curriculum, and

the guidelines and principles of software design

tailored specifically for the autistic children.

The key scenes of Autism Aid are shown in Figure

2. According to Mayer and Alexander (2016), there

are three conceptual approaches in the instructional

design of tablet-based lessons under the theory of

multimedia learning, namely the weight of texts, the

length of instructions, and the type of images. These

design elements have been considered when

designing the application, especially in maintaining

the individual user’s attention and in achieving the

objectives (Pinillos-Patio et al., 2020).

Figure 2: Autism Aid Application with key scenes and

video modelling.

3.2 Case Study with Individual Autistic

Child

This study adopted a qualitative case study approach

with reference to Yin (2018)’s guiding principles of

case studies. The sample of this study consisted of

individual cases of young autistic children from a

learning pre-school. The case study profile method

was utilized to examine the effectiveness of the

Autism Aid application within an educational setting.

The data collection method adopted for this study

comprised three methods. The first involved direct

observations of actual lessons during the classroom

sessions, where the researcher was present to observe

the teaching process and the interactions between the

child and the teacher. The second method comprised

using observation notes to monitor and track each

child’s target behaviour during the sessions. The third

method involved conducting content analysis of the

video observations, where video analysis transcripts

were used to evaluate the setting throughout the

study. These transcripts helped the researcher to

understand the natural interactions and task-based

reactions of the participants.

3.3 Participants

This study involved a total of five (5) young autistic

children, both male and female, aged between 5 to 10

years old. They attended a preschool in Kuala

Lumpur, Malaysia, where the English language is the

medium of instruction. The project team consisted of

the first author, the school management, and the

schoolteachers, all of whom are fluent in English. The

participants were selected by the researcher with the

recommendations of the school management. Ethical

procedures are crucial for obtaining initial approval

for a research study, especially for studies involving

human participants and sensitive information. To

protect privacy and ensure confidentiality, the

children’s data will be kept anonymous in the

researcher’s database. All procedures were addressed

and managed according to the school’s policy. Table

1 shows the list of research participants and their age.

Table 1: Children’s Information (Age).

Child Participants

(Arbitrary name)

Age

Case Study 1: Sean

8 years old

Case Study 2: Kalash

4 years old

Case Study 3: Li

6 years old

Case Study 4: Vijay

5 years old

Case Study 5: Akmal

4 years old

The children in this study varied in terms of age,

personality, intellectual level, traits, and their specific

diagnosis. This study examined the effectiveness of

video-modelling (imitation) for teaching fundamental

daily living skills to autistic children. The study

specifically addressed a significant domain of self-

management which was identified as the dependent

variable while the independent variable was the video

modelling technique (point-of-view video

modelling). This approach aimed to identify the

correlations between the children's demographics, the

variables involved and the children's performance, as

well as to assess the influence of the visual

components of the modelling.

ICCM 2024 - The International Conference on Creative Multimedia

3.4 Procedures

The project spanned a duration of five months, during

which the researcher initially informed the teachers

about how to use the application for teaching. Data

collection methods included: 1) observation notes for

each child (refer to Appendix A); 2) interviews with

schoolteachers mainly to assess the usability of the

application with autistic children, and 3) analysis of

the children’s documents.

3.5 Materials and Learning

Environment

The teaching and learning environment were

carefully prepared and arranged to accommodate the

specific needs of the children’s learning space. The

classroom was equipped with child-sized tables and

chairs and included all materials relevant to the

sessions. During the sessions, a Samsung tablet-

device was used to display the video models of the

tasks. The tablet was positioned at an appropriate eye

level for the child to ensure optimal visibility and

engagement. Further details on the classroom setup

can be found in Figure 3, which includes illustration

of the classroom setting.

Figure 3: Classroom setting with Autism Aid.

4 ANALYSIS & FINDINGS

The data indicated that all child participants engaged

in the video modelling sessions through eye gaze and

body movements while watching the video model

performed the task. A key factor contributing to the

children’s engagement was the similarity between the

children and the model in the video in terms of age,

features, and personal characteristics or traits. This

resemblance likely made the video content more

relatable for the child participants and contributed to

the children’s comfort levels while watching the

videos, thereby making their learning experience

more engaging and relevant. Additionally, the design

of the video model, which utilized the video-point-of-

view perspective, was helpful in demonstrating the

tasks from an angle close to that of the child viewers.

This approach allowed the children to view and

observe the skills acted out by the live model as if

they were performing the skills themselves, thus

focusing their attention and enhancing their

understanding and ability to imitate the observed

actions. Video modelling, as used in this study, often

includes short clips containing graphics in the form of

dynamic pictures, audio, sound, and written texts.

These components work together to facilitate learning

of the content by presenting skills and knowledge to

autistic learners in an accessible format. This method

aligns with the principles of social learning theory,

which posits that most human behaviours are learned

by observing models or life experiences that

demonstrate the desired behaviours. Since autistic

children often learn better through visual interaction,

the emphasis in the design of the educational content

should be on the interaction between learners and the

learning tasks.

The design of the lessons in the tablet-based

application can be categorized into two main

strategies:(1) direct visual support, which provides

clear and immediate visual cues, and (2) strong

reinforcement, which helps reinforce the learning.

Both strategies allow the autistic children to better

understand the lessons, comprehend the actions or

procedures, and achieve mastery of the tasks through

video observation and cognitive organization.

Additionally, the video modelling segment was

designed to include video clips that featured a model

performing specific tasks, with the tasks broken down

into smaller, manageable steps, which were played

sequentially. This structure helps organize autistic

learners’ cognitive memory, which enables them to

replicate and acquire the demonstrated behaviours

effectively. Table B1 and Table B2 (refer to

Appendix B) have summarized the observational data

gathered in the study, highlighting what were

observed from each individual autistic child. Table

B2 shows teachers’ observations and their feedback

on the child. See Appendix Table B1 Case Study

Results based on the Observation Notes and Table B2

Sample data of Children’s Performance from

Teachers’ Feedback.

5 DISCUSSIONS

The objectives of this study aimed to design and

develop a tablet-based application, for young autistic

children, as well as to examine how young autistic

Early Intervention Tablet-Based Application for Teaching Daily Living Skills to Autistic Children

children engage and interact with video modelling

tasks. Literature has pointed out the effectiveness of

technology as a supporting tool in early education for

young children with autism, (Purnama et al., 2021;

Khan et al., 2023). The early stages of an autistic

child’s life are the most crucial for implementing and

integrating technology to enhance learning outcomes

and increase the chances of educational success, as

these technologies provide the necessary exposure

during the formative years (Khan et al., 2023). This

following section presents the discussion on the

findings to provide answers to the research questions

established for this study. To help with the structure

of the discussion, the research questions are recapped

and used as a guide in presenting the findings.

RQ1: What are the most significant factors that

influence the perception of autistic children

toward learning via the Autism Aid application?

Social Learning Theory (SLT) conjectured that most

of human behaviour is learned observationally

through modelling. Modelling occurs when an

individual imitates the skills or tasks that they

observed or have been presented to them. Bandura

(2016) in his SLT defined imitation as occurring

through four stages of observational learning,

comprising attentional, retention, motor

reproduction, and motivational processes. SLT has

been widely applied on humans (children) who are

not characterized by cognitive problems. Based on

Bandura’s work, SLT is considered one of the most

modern theories in this era (Beauchamp et al., 2019).

The concept of this theory is centred on the

consequence and expectations based on the influence

of self- efficacy, goals, motivation, and structural

factors that facilitated the learning results

(Beauchamp et al., 2019).

Video Modelling

Video modelling is identified as one of the best

strategies to teach children how to accurately imitate

behavioural skills. Video modelling is particularly

beneficial for teaching children who are deficient in

certain skills. Based on SLT, modelling occurs when

an individual imitates the skills or tasks that they have

observed or that have been presented to them.

Bandura, in his SLT, defined imitation as occurring

through four stages of observational learning:

attentional, retention, motor reproduction, and

motivational processes. SLT has been extensively

applied to children who are not characterized by

cognitive impairments. Based on Bandura’s work,

SLT is considered one of the most modern theories in

this era (Beauchamp et al., 2019). The core concept

of this theory revolves around the consequences and

expectations influenced by self- efficacy, goals,

motivation, and structural factors that facilitate the

learning outcomes (Beauchamp et al., 2019).

In this study, the video application used is a visual

presentation that contained both words and graphics

which helped the learners to accomplish the learning

objectives as it was able to develop the autistic

children’s cognitive abilities and the behavioural

skills. Used in combination with appropriate methods

of pedagogy in the real classroom, the video

application can be used to teach autistic children the

learning skills they need to master. The findings in

this present study corroborated those of Hong et al.

(2016) and Mayer et al. (2016), where the visual

learning materials were found to be an effective visual

technique in teaching instructions to autistic children.

The process of retention depends on children’s ability

to code or structure the information in an easily

remembered form or to rehearse the model’s actions

mentally or physically. Hence, the autistic children’s

ability to retain information, organize and store it in

working memory, and later perform the skills they

observed is an indication of successful learning

performance. This finding of the study supports the

use of video modelling as visual teaching method, has

high effective learning results that can be observed on

children task behaviours. This outcome like the

Piraneh et al. (2023) and Smail et al. (2024). Video

modelling as main factor has provided immediate

response to the children interaction, which has

followed by an opportunity to perform the behaviour

independently, encouraged the child participants to

perform the task behaviour. This finding is consistent

with that of Pi et al. (2022), where it was observed

that the autistic children were able to recall and apply

the behavioural tasks, resulting in positive learning

outcomes. Similarly, research by Curran, (2017)

highlighted how Bandura’s SLT elucidates the actual

dynamic effect of self-efficacy, behavioural action,

and environmental impact on autistic children’s

learning and performance of behavioural tasks, in

addition to explaining the interplay with visual

presentations, which in the case of this current study

was presented in the form of video modelling.

RQ2: How does the interaction of autistic children

with the Autism Aid application enhance their

learning tasks?

Multimedia Components and Learning

The analysis on the data gathered through direct

observation and video analysis on the children’s

attitude showed that tablet-based video applications

could be used as a tool to educate and teach

ICCM 2024 - The International Conference on Creative Multimedia

behavioural skills to autistic children without the

obstructions typically associated with conventional

teaching methods. This approach, coupled with the

use of technologies, has proven instrumental in

removing barriers and enhancing learning outcomes

for autistic children (Khan et al., 2023; Chettaoui et

al., 2022; DiYanni et al., 2022; Dattolo et al., 2016;

Ismaili & Ibrahimi 2017). Furthermore, tablet-based

applications have contributed to developing methods

for teaching and delivering knowledge in auditory

and visual forms. Multimedia components are

important elements which were used in this study to

enhance the autistic children’s learning skills. These

components, which included text, picture, video and

audio, enabled the young autistic children to engage

and interact with the video modelling application and

imitate the task behaviour successfully. In this study,

the elements of multimedia presentations and the use

of these components with the autistic children were

investigated. The content was designed with

multimedia components with the aim of helping the

young autistic children build mental representations

of the behavioural skills for meaningful learning.

The primary goal of integrating the multimedia

components was to enhance the children’s

understanding and assist them in learning the

behavioural skills. These multimedia presentation

components enabled the young autistic children to

engage and interact with the video modelling task

content. The key element in the multimedia design

was to build a connection between these forms and to

enhance the autistic children’s deep learning and

understanding of the video content presented. The

concept of using multimedia components was to

increase and enhance effective learning. The

multimedia presentation components incorporated in

the application have helped enhanced the ability of

the autistic children to understand, think about and

remember the content, including the aspects related to

language learning. This finding supports the use of

multimedia application in children's education,

particularly in improving young autistic children’s

cognitive skills (Mutlu-Bayraktar et al., 2019).

Furthermore, it also offers valuable insights into the

development of more efficient learning instructions.

Additionally, the integration of various multimedia

components has been shown to support the teaching

and learning processes of preschool young autistic

children, positively affecting their cognitive

engagement and interaction with the learning content

presented in the video application, which can be

considered a resource for teaching and learning

(Mrachko, 2015).

According to multimedia learning theory, the

design of educational materials should focus on

techniques that minimize unrelated processing and

reduce extraneous cognitive load, especially for

individuals who have limited memory capacity and

should not be burdened with unnecessary elements

that detract them from learning progress and

educational objectives (Mayer & Alexander, 2016;

Mutlu-Bayraktar et al., 2019). The main goal of

multimedia principles is to build meaningful learning

connections between the different elements, such as

words and pictures (video) and to improve cognitive

processing so that each principle can be connected.

The Autism Aid application’s content was designed

using video modelling to create a bridge between the

information presented and the cognitive processing

required for successful learning. These design choices

support the CTML, which posits that autistic children

process information through their senses, requiring

them to pay direct attention to the video model,

decode the visual information, store it, and later,

retrieve it from memory for recall when needed to

perform the skill during the practical session. Another

study by Mayer (2024) supports the finding of this

study that design of video-lessons app has helped to

overcome obstacles and barriers of imitation

difficulties a real the life situation. According to the

CTML, the human brain is naturally inclined to

receive and process sensory information from the

eyes and ears. For young autistic children, who are

predominantly visual leaners, their brains are adept at

retaining visual images of pictures and printed text, as

well as maintaining “auditory memory that briefly

holds spoken words and sounds as auditory images”

(Sorden, 2012, p.3).

5.1 Implications of the Study

The teaching principles and teacher training

programmes should be aligned with these new

technological developments to leverage on their

benefits for both educators and learners. This study

has shown that the integration of tablet-based

applications can lead to improved teaching methods

for autistic children, with their acceptance and

willingness to use such tablet-based applications

underscoring their feasibility and practicality in

educational settings. The study has led to the focus on

the potential practical benefits of tablet-based video

application for learning, with hands-on experience to

reinforce and foster comprehension for autistic

children within the school context and potentially

beyond. Teachers have started using tablet

applications in the classroom as a valuable teaching

Early Intervention Tablet-Based Application for Teaching Daily Living Skills to Autistic Children

tool, especially for special education with autistic

children. The finding of this study could act as a

catalyst for the Ministry of Education to consider the

potential of adopting Autism Aid for teaching young

autistic children. The multimedia cognitive theory

can be applied with normal learners; however, this

study has used with autistic children, and it shows

how the multimedia channels of auditory and visual

modes are able to support autistic children.

Integration of the Autism Aid application in the

classroom lesson plans help to improve the autistic

children’s performance, independence, cognitive

abilities, and learning achievement (Williams-Brown

& Hodkinson, 2020). The practical implication of this

finding for professionals is that they can, leverage the

appropriate content delivery feature of the application

to enhance the increase in the learning skills of

autistic children. It provided pathways to reduce the

anxiety and complexity of learning behavioural skills

for children with autism.

5.2 Limitations

This study has faced some limitations which include:

1) the size of the participants (children) involved in

the study was quite small; 2) the teachers interviewed

have limited understanding of the use of the tablet-

based application in teaching behavioural skills; 3) it

was difficult for the researcher to find and recruit

research participants to be involved in the study. This

difficulty was exacerbated by the fact that the

researcher was limited to attending the school for one

day a week. It would have been good to see some

interviews with the autistic children themselves to get

their voice and perspective. Based on the schedule set

by the school management, the children could be

assessed only on Fridays, thus limiting the

researcher’s access to potential participants.

5.3 Future Study

This study was primarily qualitative in its research

design. Thus, for future study, quantitative or mixed

method research approach could be applied in the

research methodology. This might help in gaining

new insight and better understanding of the

phenomenon. This study only involved autistic

children and some support from their teachers. Future

studies could include parents of autistic children as

participants so that the perspective of the parents can

be obtained. Co-designing the video modelling

application with autistic individuals as well as parents

of autistic children would be a useful step to ensure

that the application is tailored and suited to the needs

and requirements of autistic children. To direct future

research, curriculum developers from the Ministry of

Education, educators, and those involved in

professional development must understand the

importance of this technology in supporting both the

teaching and learning process, the practical

implementation. The finding of this study could act as

a catalyst for the Ministry of Education to consider

the potential of adopting Autism Aid tablet-based

applications for teaching young autistic children.

6 CONCLUSIONS & THE

CONCEPTUAL FRAMEWORK

The study focused on the use of educational

applications for teaching autistic learners and

specifically examined the effectiveness of the Autism

Aid tablet application which was designed to

incorporate video modelling tasks to the autistic

children. Figure 4 show the conceptual framework

derived from this study. The use of case study

methods provided deeper insights into the teaching

methods used with the children during the

application’s implementation in the classroom,

especially on video modelling tasks (Refer to Figure

4), with support from multimedia learning theory.

The pedagogy of using tablet technology that

facilitates the clear delivery of information (should be

in sequence) within certain educational principles

through the support of Social Learning Theory (SLT),

a popular theory of learning by Bandura (2016).

Overall, the Autism Aid application, which

functioned as a multimedia educational tool and a

direct instructional support for (daily) skills-based

learning, effectively facilitated the acquisition of

Figure 4: The conceptual framework of Autism Aid

application.

ICCM 2024 - The International Conference on Creative Multimedia

behavioural skills among young autistic learners. The

findings showed that once the children comprehended

and understood the video modelling content, they

benefitted from the learning materials. Additionally,

the children’s success in replicating the behavioural

tasks also affected their self-efficacy, which is crucial

for independent learning and future success. Learning

efficacy and motivation can be improved when tablet-

based applications are used as the assistive

technology in autistic education.

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APPENDIX A

Table A1: Data of children’s performance based on

teachers’ feedback.

Name

Age and

Gender

Teachers’ Feedback

Case

Study

1: Sean

Male, 8

years

old

After some time, he was able to

focus and observe what he saw in

the video-modelling. The teachers

mentioned that he was focused on

plying with the modelling

application and followed her

instruction to the model task. In

the practical session Sean was

able to apply the model task.

Case

Study

Kalash

Female,

4 years

old

Although she was non-verbal

autistic, the teachers said that she

is improving. She was able to

apply some accurate steps based

on the video as well as able to

interact with the application.

Case

Study

3: Li

Male, 6

years

old

He is high function autistic. Based

on the teacher’s feedback. He was

engaged in the video modelling

task and able to arrange the

exercise on his own according to

the video sequences.

Case

Study

4: Vijay

Male, 5

years

old

The teacher mention that Vijay

needs more time to understand the

concept of the imitation. He needs

the teacher assists too.

Case

Study

Akmal

Male, 4

years

old

Akmal is described as high

function autistic child, and

capable to communicate verbally.

The teacher noticed his action

form the first sessions. Based on

the teacher’s observation, he was

able to complete the entire step on

his own.

ICCM 2024 - The International Conference on Creative Multimedia

APPENDIX B

Table B1: Observation notes of the children during data

collection (sample only).

Task

Analysis of

the Target

Behaviour

Video-

Modelling

Respond To

the Sequence

Child’s

Reaction

Get the brush

Get toothpaste

Open tap

water

Wet the

brush

Put the

toothpaste

on the brush

Close the

water

Brush your

teeth

Open the

tap water

Rinse your

mouth

Immediately

wash your

brush

Close the

tap water

Imitating

body

movement

()

Imitating

spoken

words and

using

language

Join

attention

Retention

the task

skill ()

Incorrect

response

Correct

response

Verbal

prompt ()

Partial

physical

prompt

Independent

He/she is

quiet

Following

the video

model

instruction

Engaging

in the

video task

Able to

generalize

the skills

Table B2: Case study results based on the observation.

Name

Age

Observational results

Case

Study

1: Sean

Male, 8

years

old

Sean was able to do the whole

sequence of steps independently.

In addition, Sean was able to pay