2024-03-28T12:27:09Zhttp://uvadoc.uva.es/oai/requestoai:uvadoc.uva.es:10324/275272021-07-06T08:34:30Zcom_10324_27504com_10324_954com_10324_894col_10324_27505
Engaging adolescents with Down syndrome in an educational video game
González Ferreras, César
Escudero Mancebo, David
Corrales Astorgano, Mario
Aguilar Cuevas, Lourdes
Flores Lucas, María del Valle
This article describes the design, implementation and evaluation of an educational video game that helps individuals with Down syndrome to improve their speech skills, specifically those related to prosody. Special attention has been paid to the design of the user interface, taking into account the cognitive, learning, and attentional limitations of people with Down syndrome. The learning content is conveyed by activities of production and perception of prosodic phenomena, aimed at increasing their communicative competence. These activities are introduced within the narrative of a video game so that the players do not conceive the tool as a mere succession of learning activities, but so that they learn and improve their speech while playing. The evaluation strategy that has been followed involves real users and combines different evaluation activities. Results show a high level of acceptance by participants and also by professionals, speech therapists, and special education teachers.
2018-09-01T23:40:43Z
2018-09-01T23:40:43Z
2018-09-01T23:40:43Z
2017
info:eu-repo/semantics/article
International Journal of Human–Computer Interaction, 2017, vol. 33, n. 9, p. 693-712
1044 - 7318
http://uvadoc.uva.es/handle/10324/27527
http://dx.doi.org/10.1080/10447318.2017.1278895
693
9
712
International Journal of Human–Computer Interaction
33
eng
info:eu-repo/semantics/openAccess
Taylor & Francis
Taylor & Francis