حلول ألعاب الأطفال للمصابين باضطراب طيف التوحد باستخدام التلعيب التفاعلي

نوع المستند : Original Article

المؤلفون

1 Professor of Product Design, Faculty of Applied Arts, Helwan University

2 استاذ التصميم ، كلية الفنون التطبيقية، جامعة حلوان

3 رئيس قسم التصميمات بشرکة ٦ أکتوبر للميکرو ألفاباک،

المستخلص

قد تجعل الألعاب التعلم ممتعاً للأطفال كما يمكن استخدامها لتعليم الكثير من المفاهيم التي يصعب تعليمها بأساليب أخرى. ومن الممكن أيضاً أن تعمل الألعاب على تحسين تعلم الأطفال الصغار المصابين باضطراب طيف التوحد. ونتيجة لهذا، يصبحون أكثر تقبلاً للتعلم وأكثر تقبلاً من الناحية النفسية. إن حلول الألعاب التي تحتوي على التفاعل والرسوم المتحركة جذابة بصرياً وملهمة وتجذب اهتمام الأطفال وتطيل عملية التعلم. وعندما يتعلق الأمر بالألعاب التجارية، فإن السوق يقدم عادة حلولاً عامة للألعاب تلبي الاحتياجات التعليمية الفريدة والمعقدة للأطفال المصابين باضطراب طيف التوحد. وتتركز العديد من الالتزامات التي تم التعهد بها في عملية بناء علاجات اضطراب طيف التوحد حول تشجيع إنشاء ألعاب مصممة بطريقة مرحة توفر مرونة بالغة الأهمية. وخلال التدخلات، توفر هذه الطريقة للمعلمين والقائمين على الرعاية سهولة الوصول إلى مراحل مختلفة من العمليات المعرفية النامية لدى الأطفال، مثل المعلومات المحددة حول الأساليب التي يستخدمها الأطفال. ومن أجل المساعدة المباشرة في التدخلات، يمكن للمعلم الحصول على دعم مباشر للسلوك ومحتوى التعلم من خلال مجموعة البيانات الضخمة التي تم الحصول عليها.
بيان المشكلة: هل قد يؤدي تنفيذ اللعبيّة إلى تحسين حلول الألعاب التي تساهم في تعزيز عادات التعلم لدى الأطفال المصابين باضطراب طيف التوحد؟
الأهمية: يتم تحقيق ما سبق من خلال تقييم مجموعة من حلول الألعاب التي تم تطبيقها والتي تم إنشاؤها وفقًا لدراسة استكشافية أولية لسلوكيات التعلم أثناء الانخراط في الألعاب التجارية التي تعد جزءًا من الأهداف التعليمية للتعلم في منهج ما قبل المدرسة لاضطراب طيف التوحد ومجموعة مهارات بدنية.
الهدف: الغرض من هذه الدراسة هو تحديد ما إذا كانت اللعبيّة قد تعمل على تحسين حلول الألعاب لفهم عادات التعلم لدى الأطفال المصابين باضطراب طيف التوحد.
النتائج: من خلال تضمين العوامل المذكورة أعلاه في حلول الألعاب، أصبح من الممكن إنشاء منتجات معينة في شكل ألعاب مصممة خصيصًا لتلبية احتياجات التعلم لدى الأطفال المصابين باضطراب طيف التوحد وبالتالي تحسين تعلمهم. ينبغي أن تساعد هذه النتائج في تطوير استراتيجيات تربوية وتحسين مبادئ التصميم والإرشادات الخاصة بحلول الألعاب الإضافية باستخدام الألعاب التي تخدم أهداف التعلم التعليمية المذكورة أعلاه للأطفال المصابين باضطراب طيف التوحد بطريقة أكثر تعقيدًا وشاملة. سيؤدي هذا إلى مساهمة أعمق وأكثر أهمية في البحث حول أدوات تدريس اضطراب طيف التوحد.

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