Entering Aladdin's cave: Developing an app for children with Down syndrome.
Abstract: Tablets have much to offer children with learning difficulties, but evidence of their effectiveness to teach academic skills is limited and cannot be easily separated from the quality of the software. This paper analyses data from 3 iterative cycles of designing an app for children with Do...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 4; pp. 429 - 440 |
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| Formato: | pictorial research tables/charts Journal Article |
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Wiley-Blackwell
Aug2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=130898728&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 130898728 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2018 vid: 34 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 130898728 130898728 130898728 10.1111/jcal.12246 130898728 ppf: 429 ppct: 11 formats: tig: atl: Entering Aladdin's cave: Developing an app for children with Down syndrome. aug: au: Porter, J. affil: Institute of Education, University of Reading, Reading, UK sug: subj: Mobile Applications Software Design Down Syndrome United Kingdom Teaching Materials Human Mathematics Education United Kingdom Child, Preschool Child Adolescence Adult Video Games Funding Source Child, Preschool: 2-5 years Child: 6-12 years Adolescent: 13-18 years Adult: 19-44 years ab: Abstract: Tablets have much to offer children with learning difficulties, but evidence of their effectiveness to teach academic skills is limited and cannot be easily separated from the quality of the software. This paper analyses data from 3 iterative cycles of designing an app for children with Down syndrome to support their awareness of quantity through an inclusive game. Research with neurotypical children suggests that representation of quantity (or magnitude) is an area with considerable potential in supporting the foundations for children's mathematical learning. It has received little attention as an aspect for intervention for children with Down syndrome. Data collected in this study illustrate the need to carefully align the game mechanic to the target skills, strengthen levels of access, and introduce gradations of attentional demand. They also signal the interrelationship between children's cognitive and affective responses to the game, making it essential to find the optimal level of challenge. Children's strategies in response to mistakes indicate the importance of creating an agile responsive system. The data also suggest that developers routinely extend the number of features that are optional, enabling a greater level of personalization and a more inclusive game. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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