Home Articles List Article Information
International Design Journal
Journal Archive
Volume Volume 14 (2024)
Volume Volume 13 (2023)
Volume Volume 12 (2022)
Volume Volume 11 (2021)
Volume Volume 10 (2020)
Volume Volume 9 (2019)
Volume Volume 8 (2018)
Volume Volume 7 (2017)
Volume Volume 6 (2016)
Volume Volume 5 (2015)
Volume Volume 4 (2014)
Volume Volume 1 (2012)
Moustafa, A., Shohdy Ahmed,, M., Abdel Salam, A. (2024). Toy Solutions for Children with Autism Spectrum Disorder Using Gamification. International Design Journal, 14(5), 21-42. doi: 10.21608/idj.2024.372627
Ahmed Waheed Moustafa; Mohamed Shohdy Ahmed,; Alshimaa Sabry Mohamed Abdel Salam. "Toy Solutions for Children with Autism Spectrum Disorder Using Gamification". International Design Journal, 14, 5, 2024, 21-42. doi: 10.21608/idj.2024.372627
Moustafa, A., Shohdy Ahmed,, M., Abdel Salam, A. (2024). 'Toy Solutions for Children with Autism Spectrum Disorder Using Gamification', International Design Journal, 14(5), pp. 21-42. doi: 10.21608/idj.2024.372627
Moustafa, A., Shohdy Ahmed,, M., Abdel Salam, A. Toy Solutions for Children with Autism Spectrum Disorder Using Gamification. International Design Journal, 2024; 14(5): 21-42. doi: 10.21608/idj.2024.372627

Toy Solutions for Children with Autism Spectrum Disorder Using Gamification

Article 2, Volume 14, Issue 5 - Serial Number 63, September and October 2024, Page 21-42  XML PDF (2.12 MB)
Document Type: Original Article
DOI: 10.21608/idj.2024.372627
View on SCiNiTO View on SCiNiTO
Authors
Ahmed Waheed Moustafaorcid 1; Mohamed Shohdy Ahmed,2; Alshimaa Sabry Mohamed Abdel Salam3
1Professor of Product Design, Faculty of Applied Arts, Helwan University
2Professor Product Design, Faculty of Applied Arts, Helwan University.
3Head of Design Dept, 6th of October for Micro Alphapack
Abstract
Toys may make learning enjoyable for kids and can be used to teach a lot of concepts that are hard to teach in other contexts. It is also possible for toys to improve young children with ASD's learning. As a result, they are more receptive to learning and psychologically more receptive. Toy solutions with interactivities and animations are visually appealing, inspiring, hold kids' interest, and extend the learning process. When it comes to commercial toys, the market typically offers generic toy solutions that address the unique, complicated educational needs of kids with ASD. Many of the commitments made in the process of building ASD therapies center around encouraging the creation of playfully designed toys that offer crucial flexibility. During interventions, this method provides educators and caretakers with easy access to various stages of the developing cognitive processes in the children, such as specific information on the methods the children employ. In order to directly assist interventions, the teacher can have direct support for behavior and learning content through the vast set of data that has been acquired. Problem Statement: Would the implementation of gamification might improve toy solutions that contribute to enhancing the learning habits of children with ASD? Significance: This will be accomplished by assessing a set of put into practice toy solutions that were created in accordance with the preliminary exploratory study of learning behaviors while engaging in commercial toys that are part of the educational learning objectives of the ASD preschool curriculum and the physical circle skill set. Objective: The purpose of this study is to determine whether gamification might improve toy solutions for understanding the learning habits of children with ASD. This will be accomplished by assessing a set of put into practice toy solutions that were created in accordance with the preliminary exploratory study of learning behaviors while engaging in commercial toys that are part of the educational learning objectives of the ASD preschool curriculum and the physical circle skill set. Results: By including the above factors in toy solutions, it has been possible to create certain products in the form of toys that are especially designed to meet the learning needs of kids with ASD and hence improve their learning. Those findings should help develop pedagogical strategies and optimize design principles and guidelines for additional toy solutions with gamification that serve the aforementioned educational learning goals of children with ASD in a more complex and comprehensive manner. This will result in a deeper and more substantial contribution to the research on ASD teaching tools.
Keywords
Toys; Autism Spectrum Disorder ASD; Gamification; Education; Therapy
Supplementary Files
References
1. Alabdulkareem, A., Alhakbani, N., & Al-Nafjan, A. (2022). A systematic review of research on robot-assisted therapy for children with autism. Sensors. mdpi.com
2. Ali, L. & Jones, S. E. (2024). “It represents her in play” parental and child views on toys that represent disability. Equity in Education & Society. sagepub.com
3. American Psychiatric Association, Diagnostic and Statistical Manual of Mental Disorders (DSM-5), Washington DC, 2013.
4. Amsbary, J., Alzamel, A., Lin, M. L., Savage, M., Reszka, S., Crais, E., ... & Boyd, B. (2023). Identifying and Targeting Social-Communication and Play Skills for Preschoolers With Autism. Young Exceptional Children, 26(3), 131-143. wisc.edu
5. Arshad, N. I., Hashim, A. S., Ariffin, M. M., Aszemi, N. M., Low, H. M., & Norman, A. A. (2020). Robots as assistive technology tools to enhance cognitive abilities and foster valuable learning experiences among young children with autism spectrum disorder. Ieee Access, 8, 116279-116291. ieee.org
6. Azizah, A. F., Djunaidy, A., Siahaan, D., & Suhariadi, F. (2021, October). Improving the Interaction of Autistic Children through Eye Tracking using Gamification Design Framework. In 2021 International Conference on Computer System, Information Technology, and Electrical Engineering (COSITE) (pp. 57-62). IEEE. [HTML]
7. Block, M., Whaley, D., Johnson, M., & Judge, J. (2022). Utilizing Self-Determination Theory to Promote Physical Activity in Individuals with Autism Spectrum Disorder.. Palaestra. [HTML]
8. Boyacı, Ş. D. B., & Ersoy, B. G. (2021). Devising gamification for vocabulary development and motivation: An experimental, mixed-model study. International technology and education journal, 5(1), 32-49. dergipark.org.tr
9. Bullen, J. C., Swain Lerro, L., Zajic, M., McIntyre, N., & Mundy, P. (2020). A developmental study of mathematics in children with autism spectrum disorder, symptoms of attention deficit hyperactivity disorder, or typical development. Journal of autism and developmental disorders, 50, 4463-4476. [HTML]
10. Cakir, J., Frye, R. E., & Walker, S. J. (2020). The lifetime social cost of autism: 1990–2029. Research in Autism Spectrum Disorders. Retrieved from https://www.sciencedirect.com/science/article/pii/S1750946719301904
11. Cañete Yaque, R. & Peralta-Álvarez, M. E. (14). ASDesign: A User-Centered Method for the Design of Assistive Technology That Helps Children with Autism Spectrum Disorders Be More Independent in Their Daily …. Sustainability. us.es
12. Clarke, E., Hull, L., Loomes, R., McCormick, C. E., Sheinkopf, S. J., & Mandy, W. (2021). Assessing gender differences in autism spectrum disorder using the Gendered Autism Behavioral Scale (GABS): An exploratory study. Research in Autism Spectrum Disorders, 88, 101844. escholarship.org
13. Conti, E., Chericoni, N., Costanzo, V., Lasala, R., Mancini, A., Prosperi, M., ... & Apicella, F. (2020). Moving toward telehealth surveillance services for toddlers at risk for autism during the COVID-19 pandemic. Frontiers in Psychiatry, 11, 565999. frontiersin.org
14. Čujdíková, M., & Vankúš, P. (2021, September). Development of Mathematical Thinking through Playing Video Games. In Proceedings of the 15th European Conference on Game-Based Learning (pp. 160-169). [HTML]
15. de Carvalho, A. P., Braz, C. S., dos Santos, S. M., Ferreira, R. A., & Prates, R. O. (2023). Serious games for children with autism spectrum disorder: A systematic literature review. International Journal of Human–Computer Interaction, 1-28. [HTML]
16. Deng, L. & Rattadilok, P. (2022). A sensor and machine learning-based sensory management recommendation system for children with autism spectrum disorders. Sensors. mdpi.com
17. Donovan, A. M. & Alibali, M. W. (2021). Toys or math tools: Do children's views of manipulatives affect their learning?. Journal of cognition and development. researchgate.net
18. Elbeltagi, R., Al-Beltagi, M., Saeed, N. K., & Alhawamdeh, R. (2023). Play therapy in children with autism: Its role, implications, and limitations. World Journal of Clinical Pediatrics, 12(1), 1. from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9850869/
19. F. Livingstone, T. Mason, and S. McNabb, "The relationship between autism and challenging behaviour when expressed by 33 young people," J. Applied Research in Intellectual Disabilities, vol. 11, no. 4, pp. 342-346, 1998.
20. Ghanouni, P., & Jarus, T. (2021). Social Interaction Among Individuals with Autism Spectrum Disorder: Relations with Repetitive and Restricted Behaviors and Interests. Repetitive and Restricted Behaviors and Interests in Autism Spectrum Disorders: From Neurobiology to Behavior, 159-173. [HTML]
21. Hassan, A., Pinkwart, N., & Shafi, M. (2021). Serious games to improve social and emotional intelligence in children with autism. Entertainment computing. [HTML]
22. Hassani, F., Shahrbanian, S., Shahidi, S. H., & Sheikh, M. (2022). Playing games can improve physical performance in children with autism. International Journal of Developmental Disabilities, 68(2), 219-226. tandfonline.com
23. Ibrahim, E. N. M., Jamali, N., & Suhaimi, A. I. H. (2021). Exploring gamification design elements for mental health support. International Journal of Advanced Technology and Engineering Exploration, 8(74), 114. [HTML]
24. K. Dillenburger and L. M. McKerr, "How long does it take to provide early intensive behavioral intervention for autism? Evidence from a nationwide Canadian autism treatment centre sample," Behavioral Interventions, vol. 27, no. 1, pp. 51-60, 2012.
25. Kilmer, M. & Boykin, A. A. (2022). Analysis of the 2000 to 2018 autism and developmental disabilities monitoring network surveillance reports: Implications for primary care clinicians. Journal of Pediatric Nursing. Retrieved from https://www.sciencedirect.com/science/article/pii/S088259632200104X
26. Lee, J. & Wood, E. (2021). Examining parent–child spatial play interaction using traditional toys and touch screen tablets. Parenting. [HTML]
27. Lin, S. Y., Chien, S. Y., Hsiao, C. L., Hsia, C. H., & Chao, K. M. (2020). Enhancing computational thinking capability of preschool children by game-based smart toys. Electronic Commerce Research and Applications, 44, 101011. coventry.ac.uk
28. Magkafa, D. (2022). Exploring the design, development and evaluation of an app for autistic children in a museum setting. worktribe.com
29. Manjula, R. B. (2024). ECHO: Empowering Children’s Healthcare with Humanoid Empathy. Asian Journal For Convergence In Technology (AJCT) ISSN-2350-1146, 10(1), 39-44. asianssr.org
30. Marjorie H. Charlop (2001) A Comparison of Video Modeling with In Vivo Modeling for Teaching Children with Autism, Journal of Autism and Developmental Disorders 30(6):537-52, DOI:10.1023/A:1005635326276
31. Mohd Nordin, A., Ismail, J., & Kamal Nor, N. (2021). Motor development in children with autism spectrum disorder. Frontiers in pediatrics. From https://www.frontiersin.org/journals/pediatrics/articles/10.3389/fped.2021.598276/pdf Moustaffa, A. W., Abdel Salam, A. S. M., & Ahmed, M. S. (2023). Using gamification tools in creating design techniques for building products for autism children. International Design Journal, 13(6), 521-542. from https://journals.ekb.eg/article_320742_55758ff6eaed5681dc7399f306a5f9cf.pdf
32. Mubin, S. A., Poh, M. W. A., Rohizan, R., Abidin, A. Z. Z., & Wei, W. C. (2021, December). A gamification design framework for supporting Asd children social skills. In 2021 14th International Conference on Developments in eSystems Engineering (DeSE) (pp. 114-117). IEEE. researchgate.net
33. Nasir Bhuiyan, K. (2022). Investigation of the ways in which non-speaking children on the autism spectrum play and communicate with each other when playing with toys or iPads in …. from ed.ac.uk
34. National Center for Health Statistics. The Health, United States, Chartbook, United States, 2018. Hyattsville, MD. 2019. U.S. Department of Health and Human Services.
35. Neuvonen, A., Salo, K., & Mikkonen, T. (2021). Towards Participatory Design of City Soundscapes. In Advances in Information and Communication: Proceedings of the 2021 Future of Information and Communication Conference (FICC), Volume 1 (pp. 497-512). Springer International Publishing. from https://www.theseus.fi/bitstream/handle/10024/726243/Towards_Participatory_Design_of_City_Soundscapes.pdf?sequence=1
36. Oliveira, W., Pastushenko, O., Rodrigues, L., Toda, A. M., Palomino, P. T., Hamari, J., & Isotani, S. (2021). Does gamification affect flow experience? a systematic literature review. arXiv preprint arXiv:2106.09942. from https://arxiv.org/pdf/2106.09942
37. Øzerk, K., Özerk, G., & Silveira-Zaldivar, T. (2021). Developing social skills and social competence in children with autism. International Electronic Journal of Elementary Education, 13(3), 341-363. from https://www.duo.uio.no/bitstream/handle/10852/88813/SOCIAL%2BSKILLS%2BAND%2BCHILDREN%2BWITH%2BASD.pdf?sequence=2
38. Pfeiffer, A., Bezzina, S., König, N., & Kriglstein, S. (2020). Beyond classical gamification: in-and around-game gamification for education. from um.edu.mt
39. Ribeiro Silva, L., Maciel Toda, A., Chalco Challco, G., Chamel Elias, N., Ibert Bittencourt, I., & Isotani, S. (2024). Effects of a collaborative gamification on learning and engagement of children with Autism. Universal Access in the Information Society, 1-22. from researchsquare.com
40. Rosello, R., et al. (2022). Cognitive, social, and behavioral manifestations of the co-occurrence of autism spectrum disorder and attention-deficit/hyperactivity disorder: A systematic review. Autism, 26(4), 743-760. from https://doi.org/10.1177/13623613211065545
41. Rum, Y., Genzer, S., Markovitch, N., Jenkins, J., Perry, A., & Knafo‐Noam, A. (2022). Are there positive effects of having a sibling with special needs? Empathy and prosociality of twins of children with non‐typical development. Child Development, 93(4), 1121-1128. [HTML]
42. S. Lai, S. Lombardo, and B. Baron-Cohen, "Autism," Lancet, vol. 383, no. 9920, pp. 896-910, 2014.
43. Saleem, A. N., Noori, N. M., & Ozdamli, F. (2021). Gamification applications in E-learning: A literature review. Technology. from https://omeka.urbeuniversity.edu/files/original/2d7df89cef8b9604f6301e839ef0c33f69f84f7a.pdf
44. Silva, G. M., Souto, J. J. D. S., Fernandes, T. P., Bolis, I., & Santos, N. A. (2021). Interventions with serious games and entertainment games in autism spectrum disorder: a systematic review. Developmental neuropsychology, 46(7), 463-485. from https://www.tandfonline.com/doi/abs/10.1080/87565641.2021.1981905
45. Simões-Silva, V., Marques, A., Pinho, C., Pereira, D. G., Oliveira, J. F., & Barros, M. L. (2022). Gamification applied to autism spectrum disorder. In Digital Therapies in Psychosocial Rehabilitation and Mental Health (pp. 163-186). IGI Global. from ipp.pt
46. Stojanovik, V., Pagnamenta, E., Seager, E., Breen, M., Jennings, S., Joffe, V., ... & Perry, H. (2022). The ASCEND study: protocol for a feasibility study to evaluate an early social communication intervention for young children with Down syndrome. Pilot and feasibility studies, 8(1), 8. from springer.com
47. The National Institute for Health and Clinical Excellence (NICE). National clinical guideline number 170, Autism in under 19s: Recognition, Referral and Diagnosis, London, 2013.
48. Thomas, K. D. L. S. (2023). Curriculum-Makers as Let's Players: A Narrative Self-Study of an Educator's Curriculum-Making During the COVID-19 Pandemic. from https://search.proquest.com/openview/714a01db138ddf8cb500abed9c8d857b/1?pq-origsite=gscholar&cbl=18750&diss=y
49. Wang, Y. (2021). Toy Design for Children with Autism Spectrum Disorder Based on Existing Therapeutic Training Methods. from https://repository.rit.edu/cgi/viewcontent.cgi?article=12123&context=theses
50. Wedyan, M., Al-Jumaily, A., & Dorgham, O. (2020). The use of augmented reality in the diagnosis and treatment of autistic children: A review and a new system. Multimedia Tools and Applications. from https://www.academia.edu/download/101257320/s11042-020-08647-620230419-1-7abbeu.pdf
51. Williams, A. J., Freed, M., Theofanopoulou, N., Daudén Roquet, C., Klasnja, P., Gross, J., ... & Slovak, P. (2023). Feasibility, perceived impact, and acceptability of a socially assistive robot to support emotion regulation with highly anxious university students: mixed methods open trial. JMIR Mental Health, 10, e46826. Retrieved from https://mental.jmir.org/2023/1/e46826
52. Yanuarini, S. (2024). Designing Learning Activities for Improving Social and Imitation Skills for Children with Autism Spectrum Disorder Using a Humanoid Robot. Retrieved from http://essay.utwente.nl/98587/1/Yanuarini_MA_BMS.pdf
53. Zhang, M., Ding, H., Naumceska, M., & Zhang, Y. (2022). Virtual reality technology as an educational and intervention tool for children with autism spectrum disorder: current perspectives and future directions. Behavioral Sciences. mdpi.com

 

Statistics
Article View: 558
PDF Download: 232