Please enable JavaScript.
Coggle requires JavaScript to display documents.
MRUN Research 4IR Cross-Creative Learning Environment for Autism Framework…
MRUN Research 4IR Cross-Creative Learning Environment for Autism Framework
Theme 4: Virtual Reality and Augmented Reality
What's Next for AR?
The usability of AReal-Vocab as teaching aids
Wider scope of participants
Effectiveness of approach
Implemented and evaluated in an ESL classroom among special education children
Assessment and Evaluation
Role-play and observation
self-efficacy, cognitive processes
Approach, strategy and method
Social communication through collaborative playing in a virtual environment
play observation skills
measuring declarative knowledge or procedural and practical knowledge (designing formative activity)
practical rubric / index of competency
Pedagogical Aspect, Technical Aspect, Content
Usability of AREAL-VOCAB: Ease of Use, Perceived Usefulness, Attitude Towards Using
participant AR/VR performance
Virtual Reality
key aspects (DDR)
interface
interaction
immersiveness
head-mounted display
factors to consider
VR experience
price
specification
sensory deficit
English or second language learners
curriculum design/module development
learner need analysis
teaching aid/tool
curriculum/syllabus requirement
applicable skills
vocabulary
listening
speaking/conversation skills
VR-based gamification to achieve Autistic children's learning potential
Evidence of psychological improvement for Autistic children
Different kinds of VR-based gaming designs for Autistic children
Encouraging Autistic children to get more involved in learning process
Language education
Physical education
Music education
Art education
Motivating Autistic children to participate in gaming design to further stimulate their creativity and curiosity
Digital visual devices and software for instructions（smart classroom）
visual presentation for mechanical operation training
Pedagogical implications of VR-based gamification for Autistic children's learning
Skill learning
Help disable kids learn a skill
Better for their future work
establish students' self-efficacy and confidence
Theme 1: Physical and Digital Learning Spaces
Measurement
Attention span
Navigation of technology
Heart rate variability
Facial expression
Behavioural interaction with technology
English and other language learning effect
Social Skills
interpesonal skills
Self control & awareness
Theme 2: Drone-based Learning
Heart Rate Variability
time domain
frequency domain
Students Response
qualitative
verbally
physically
quantitative
Facial Expression
video recording
facial expression
AI technology
Attention span
eye contact
Behavioural interaction with technology
Navigation of technology
x y drone position
GPS system
acceleration
navigation duration vs navigational performance
Drone heat map - GPS
Muscle Contraction signal
Grip strength & Pinch strength
motor relearning
increase muscle strength with training
gait and fine motor skills
accerelometer-based ASD kids' body movement (safety)
The safe of a drone and a kid when he used drone (safety)
Future Research
Parents' perspective
assimilation into community with 4IR
food and dietary intake management
long term effect of 4IR intervention
health
social and interpersonal skills
independence / living skills
job / vocational effect of 4IR technology
immediate / short term
medium term adoption
long term effect of jobs and skills
Muscle activity patterns vs drone control
Productive training method
guideline for ASD care practitioners
innovative treatments and interventions
standardized assessment protocol
tools and technology evaluation for school adoption
motor and strength assessment protocol
AI for language assessment for children with autism
Language learning in a virtual enviornment
The image and content of virtual can be improved
Autism Children's Creativity vs Academic Competence
Other elements of 4IR : Speech recognition, Alexa,
Targeted Respondents of Autism Learners - tertiary students
Help disable kids with their future work if they can learn a skill through virtual
Non-verbal cognitive ability
Current VR Prototype
Commercialization/Community
story book development from story mode
incorporate syllables to teach pronunciation
incorporate AR on flashcards
adoption of hybrid physical + virtual technology for living and learning
video learning / social story for lead-in/pre-learning
study development of flashcards
size
size
texture
color
font
material
gamification
locked stations
rewards system
game/hidden assessment
Robot Technology
Robot Misty
Facial expression/Face recognition/Emotion recognition/Eye tracking
Operational mathematics (Addition and Subtraction)
Teamwork activities (peers)
Generative AI
ChatGPT
Theme 3: Robot-based Learning
Heart rate reliability
Behavioural interaction with technology
Attention span
Students Response
Social Activities
Modeling (Positive behavior)
adaptive skills
manners
safety
References
Are robots ready to deliver autism interventions
Understanding Human-Robot Collaboration for People with Mobility Impairments at the Workplace, a Thematic Analysis
Robot and virtual reality-based intervention in autism: a comprehensive review
LEARNING AND TEACHING EARLY MATH
Humanoid Robots as a Supportive Tool in the Education of Children with Autism Spectrum Disorder
Humanoid Robot-Assisted Learning for Level 1 Autistic Children: Developing Test Plans to Enhance Number Recognition Skills"
what's the main diffierence between a robot and kind of toy which can move?
Humanoid Robot (NAO)
Activities
Social Activities (improve communication skills)
Dancing
Learn body part
Greeting
Social story
Link Title
)
Mathematics for fun
Recognize numbers
Matching numbers activities
Auditory, Visual, Kinesthetic, Sense Feedback
Sort numbers (ascending and descending numbers)
Procedure
Controlled Environment
Pre-test assessment
Test plan using humanoid robot
Post-test assessment
living skill
facial expression
pravocational skill/job skill
List of contributors:
https://forms.gle/LNeowfgoxTZcaDhu6