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Designing Gamified E-Learning Applications for Children with Down’s Syndrome - The Case of Teaching Literacy and Language Skills
Conference paper   Peer reviewed

Designing Gamified E-Learning Applications for Children with Down’s Syndrome - The Case of Teaching Literacy and Language Skills

Igor Vieira, Antoa Moura, Uwe Terton, Mark Bilby and Marcelo Barros
Proceedings of the 10th International Conference on Computer Supported Education - Volume 2: CSEDU, pp.102-113
International Conference on Computer Supported Education, 10th (Funchal, Portugal, 15-Mar-2018–17-Mar-2018)
SciTePress
2018
DOI: https://doi.org/10.5220/0006684701020113
Appears in  UniSC Diversity and Inclusion Research Collection
url
https://doi.org/10.5220/0006684701020113View
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Abstract

Down Syndrome computer-supported education gamification literacy language acquisition requirements engineering United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) UniSC Diversity Area - Disability and Inclusion UniSC Diversity Area - Life Stages
Down's syndrome (DS) is the most common genetic cause of intellectual disability worldwide, with language being one of the most affected area. Language skills and literacy acquisition thus require special care. It is still rare to use software to support such care while, simultaneously, providing education and entertainment. This paper presents results of research on the design of gamified software applications to support pedagogical processes of literacy and language acquisition, making them fun, motivating and effective for children with DS. The paper analyses rankings of design domains of gamified e-learning applications done earlier in the research according to pedagogical benefits in entertaining education of DS children. The paper is believed to offer contributions to requirements engineering of e-learning, gamified software applications in general and to computer-assisted education of DS children in particular. The paper directly contributes to the concretization of article 24 (access to Education) of the General Principles, Accessibility, of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD). Usage of applications that implement most beneficial requirements may also indirectly contribute to UNCRPD article 19 -Living independently and being included in the community; article 21 - access to Information and communication services; and, article 27 -Work and employment.

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