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An Analysis of Interventions with Students with Autistic Spectrum Disorder (ASD) Using Gamified Geometric Thinking 53

An Analysis of Interventions with Students with Autistic Spe...

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53rd IEEE ASEE Frontiers in Education International Conference, FIE 2023

作者： Pereira, Lidiane MacIel Barwaldt, Regina De Oliveira, Vinícius Menezes Jung, Mateus Oliveira Graduate Program in Science Education Federal University of Rio Grande Rio Grande Brazil Graduate Program in Computing Federal University of Rio Grande Rio Grande Brazil Graduate Program in Computional Modeling Federal University of Rio Grande Rio Grande Brazil

ISBN: (纸本)9798350336429

Studies have been indicating the use of digital resources for interventions with children diagnosed with Autism Spectrum Disorder (ASD), especially when it comes to supporting communication and social interaction. However, there is research that suggests the use of digital environments not only in these aspects but also to assist them in their academic knowledge, such as in their mathematical skills, specifically related to geometric thinking. From this context, Active Methodologies point to various ways of rethinking traditional teaching, one of them being gamification, which can be understood as the use of game elements in non-game situations. Gamification has shown significant benefits for this audience, proving to be an effective tool to aid in the development and learning of these individuals. Therefore, this article in its complete form presents an excerpt from a doctoral thesis that seeks to understand the geometric thinking of nine autistic participants through gamified activities in their real mode. The research is divided into two stages: the first stage involves a preliminary survey with five teachers through structured interviews, aiming to investigate the demand for gamified activities for students with ASD, as well as indicating possibilities for such activities. From the Discursive Textual Analysis (DTA) of these interviews, three categories emerged: opportunities, skills, and limitations. As for the second stage, conducted with nine participants, who are students with ASD, interventions were carried out with these activities in their real mode, which will be implemented digitally later. Through the researcher's observation analysis, based on recorded videos of the interventions, three subcategories related to the initial categories can be identified: potential interactions (opportunities);strategies for geometric thinking (skills);and gamification in the real mode (limitations). The first subcategory emerged due to the need to describe how students w

关键词： Autism Spectrum Disorder Gamification Geo-metric Thinking

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An Analysis of Interventions with Students with Autistic Spectrum Disorder (ASD) Using Gamified Geometric Thinking

An Analysis of Interventions with Students with Autistic Spe...

引用

Frontiers in Education (FIE) Conference

作者： Lidiane Maciel Pereira Regina Barwaldt Vinícius Menezes de Oliveira Mateus Oliveira Jung Graduate Program in Science Education Federal University of Rio Grande Rio Grande Brazil Graduate Program in Computing Federal University of Rio Grande Rio Grande Brazil Graduate Program in Computional Modeling Federal University of Rio Grande Rio Grande Brazil

Studies have been indicating the use of digital resources for interventions with children diagnosed with Autism Spectrum Disorder (ASD), especially when it comes to supporting communication and social interaction. However, there is research that suggests the use of digital environments not only in these aspects but also to assist them in their academic knowledge, such as in their mathematical skills, specifically related to geometric thinking. From this context, Active Methodologies point to various ways of rethinking traditional teaching, one of them being gamification, which can be understood as the use of game elements in non-game situations. Gamification has shown significant benefits for this audience, proving to be an effective tool to aid in the development and learning of these individuals. Therefore, this article in its complete form presents an excerpt from a doctoral thesis that seeks to understand the geometric thinking of nine autistic participants through gamified activities in their real mode. The research is divided into two stages: the first stage involves a preliminary survey with five teachers through structured interviews, aiming to investigate the demand for gamified activities for students with ASD, as well as indicating possibilities for such activities. From the Discursive Textual Analysis (DTA) of these interviews, three categories emerged: opportunities, skills, and limitations. As for the second stage, conducted with nine participants, who are students with ASD, interventions were carried out with these activities in their real mode, which will be implemented digitally later. Through the researcher's observation analysis, based on recorded videos of the interventions, three subcategories related to the initial categories can be identified: potential interactions (opportunities); strategies for geometric thinking (skills); and gamification in the real mode (limitations). The first subcategory emerged due to the need to describe how students

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