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Erschienen in:
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2015 | OriginalPaper | Buchkapitel

Towards an Integrated Specialized Learning Application (ISLA) to Support High Functioning ASD Children in Mathematics Learning

verfasst von : Aydée Liza Mondragon, Roger Nkambou, Pierre Poirier

Erschienen in: Design for Teaching and Learning in a Networked World

Verlag: Springer International Publishing

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Abstract

Autism spectrum disorder (ASD) is a neurological disorder affecting the way in which the brain processes information. It can affect all aspects of a person’s development. Autism is characterized by impairments in learning and communication, in the social interaction, imaginative ability as well as in repetitive and restricted patterns of behavior (Diagnostic and statistical manual of mental disorders: DSM-IV [12]). This research contributes to the advancement of intelligent tutoring systems by proposing a computational model in the field of specialized education in order to overcome the lack of individualized intervention, such as in the specialized education of individuals with autism. The affective intelligent tutoring system ISLA is an adaptive application evolving along with the learner’s needs. ISLA is unique and its contribution entails the model of accompaniment to help autistic children manage their emotions by analyzing the learning trace and considering the student’s current performance to respond accordingly to it during a mathematical learning situation such as addition.

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Vorheriges Kapitel Comparing Two CbKST Approaches for Adapting Learning Paths in Serious Games
Nächstes Kapitel Automatic Tagging of Learning Objects Based on Their Usage in Web Portals
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Metadaten
Titel
Towards an Integrated Specialized Learning Application (ISLA) to Support High Functioning ASD Children in Mathematics Learning
verfasst von
Aydée Liza Mondragon
Roger Nkambou
Pierre Poirier
Copyright-Jahr
2015
Buch
Design for Teaching and Learning in a Networked World

Print ISBN: 978-3-319-24257-6

Electronic ISBN: 978-3-319-24258-3

Copyright-Jahr: 2015

DOI
https://doi.org/10.1007/978-3-319-24258-3_17