=Paper=
{{Paper
|id=Vol-2879/paper10
|storemode=property
|title=Features of design of digital aids for training students with autistic disorders
|pdfUrl=https://ceur-ws.org/Vol-2879/paper10.pdf
|volume=Vol-2879
|authors=Liudmyla I. Bilousova,Liudmyla E. Gryzun,Nataliia P. Volkova
|dblpUrl=https://dblp.org/rec/conf/cte/BilousovaGV20
}}
==Features of design of digital aids for training students with autistic disorders==
https://ceur-ws.org/Vol-2879/paper10.pdf
Features of design of digital aids for training students
with autistic disorders
Liudmyla I. Bilousova1 , Liudmyla E. Gryzun2 and Nataliia P. Volkova3
1
Independent researcher, professor, Kharkiv, Ukraine
2
Simon Kuznets Kharkiv National University of Economics, 9A Nauky Ave., Kharkiv, 61166, Ukraine
3
Alfred Nobel University, 18 Sicheslavska Naberezhna Str., Dnipro, 49000, Ukraine
Abstract
In accordance with the aims of the paper, it is covered essential peculiarities of the design of digital
aids for ASD-students. They are distinguished coming from the analysis of common learning and social
diculties inherent to the trainees with autistic disorders; needs for their speaking habits development;
advantages of special digital support in terms of facilitating ASD-students’ training. The distinguished
features essential in the process of the digital aids design are demonstrated on the example of the
development of an e-simulator for young ASD-students’ speech encouragement. The main stages of
its design and functionality are characterised. It is emphasised in conclusion that the developed digital
simulator due to its functionality helps to overcome a number of problems faced by young ASD-students.
The problems are specied.
Keywords
ASD-students’ training, digital aids design, digital transformation of education, e-simulator for ASD-
students’ speech encouragement
1. Introduction
During the last decades digital transformation has referred all aspects of education including
inclusive learning. Various surveys testify that one of the global problems of contemporary
education in its digital age becomes nding the ways to facilitate the learning process for
students with special needs based on technology support. Special focus of experts, however, has
been obtained recently by the students with autistic spectrum disorders (ASD), as the number
of the cases and variety of the disorder’s modications has been growing for last few years
[1, 2, 3, 4, 5]. In particular, it is pointed out that in the USA, for instance, every 54th child now
appears to have autistic disorders what is 10% greater than in 2018.
Thus, we deal with the global problem, and it is clear that soffiware and learning aids market
tries to respond to the said challenges of ASD-students’ social adaptation and academic training
at dierent levels. There are a number of special centers all over the world which oer evidence-
CTE 2020: 8th Workshop on Cloud Technologies in Education, December 18, 2020, Kryvyi Rih, Ukraine
" Lib215@ukr.net (L. I. Bilousova); Lgr2007@ukr.net (L. E. Gryzun); npvolkova@yahoo.com (N. P. Volkova)
~ http://web.archive.org/web/20201027120942/http://hnpu.edu.ua/uk/bilousova-lyudmyla-ivanivna
(L. I. Bilousova); http://www.is.ksue.edu.ua/?q=node/295 (L. E. Gryzun);
http://www1.nas.gov.ua/rsc/psc/Scientists/V/Pages/VolkovaNP.aspx (N. P. Volkova)
0000-0002-2364-1885 (L. I. Bilousova); 0000-0002-5274-5624 (L. E. Gryzun); 0000-0003-1258-7251 (N. P. Volkova)
© 2020 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
Workshop
Proceedings
http://ceur-ws.org
ISSN 1613-0073
CEUR Workshop Proceedings (CEUR-WS.org)
221
based educational programs that focus on educating peer groups of ASD-students, and at the
same time, teaching prosocial communication strategies to enhance social inclusion and to
reduce these students’ isolation and bullying. However, it is pointed out [1, 4, 6, 7] that the
developed soffiware is mostly of general educational purpose and do not cover specic cognitive
needs of ASD-students, one of which is poor speech and communication skills what complicates
the students’ social adaptation. Thus, it is necessary to develop approaches to special digital
aids design based on the psychological peculiarities of these students’ training.
One more problem in this aspect is connected directly with Ukrainian localization of such
digital aids and their development due to exact needs of national situation in the lines of
provision ASD-students’ education and social adaptation.
Coming from the said evidence, the purpose of the article is to cover core features of the design
of digital aids for ASD-students and demonstrate them on the example of the development of
an e-simulator for the students’ speech encouragement.
2. Theoretical framework
Theoretical background of the work is made by the analysis of the challenges of ASD students’
educational practices and learning of potential benets which might be given by the digital aids
support for the training process of these students.
Analysis of psychological and pedagogical sources [8, 9, 10] allowed us to identify a number
of major learning diculties that are inherent in students with autistic disorders. According to
studies, the learning diculties are caused by the students’ problems in three core spheres: social
interaction, communication and imagination. The most essential of them include generalized
insucient ability to learn, poor concentration, unawareness of dangerous situations, insucient
or excessive reactivity, increased anxiety, low level of adaptation to new social and educational
situations, problems in establishing and maintaining relationships with others etc.
In addition, experts highlight the special disorders of autistic students in the formation
and development of their reading and speaking skills in both native and foreign languages
[8, 9, 11, 12, 13]. In particular, the students face the problems of insucient vocabulary and
its limited use in their speech; misunderstanding of the general sense of the read content;
fragmentary perception of oral speech; lack of motivation to communicate with others, etc. On
the other hand, the psychologists emphasize that speaking habits make the most essential basis
for the students’ socialization. Hence, these habits’ developing has to be in focus of all kinds of
educational practices for ASD students of all ages.
It is also important to point out some ASD students’ strengths which are underlined by the
researchers and might be helpful in their teaching: their very well-developed visual memory,
considerable attention to details, a large amount of mechanical memory. In this regard, experts
recommend involving in the learning process of such students visual aids and visualization tools,
but it is emphasized the need for maximum organization and concentration of the student’s
visual eld [11, 12, 13, 14, 15].
In this context, the special attention must be paid to the digital support of ASD students’
education. There is a number of research which claim the advantages of technology-supported
learning of the students. The results of several studies suggest that autistic students learn faster
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with the help of a computer than with the help of verbal instructions [10, 11, 16]. Researchers
consider the reason for this not only in the fact that the digital devices are able to hold students’
attention longer, but also in the fact that it uses the principle of content visualization and
encourages students to focus on specic areas of the screen. Besides, computers provide
students with multimedia content that enables to combine audio and graphical images, to enrich
and facilitate in such a way students’ perception of text information developing their reading
and speech habits.
In some research papers [6, 16] it is pointed out that digital aids support while learning is very
promising for these students as they have signicant kinship toward technology and interaction
with e-devices, digital means etc. It is explained by the essential advantages which are provided
by technology for people with ASD. In fact, a technology functions as an interface between
ASD person and other people, providing necessary social and emotional distancing that helps
decreasing their anxiety. Another educational technology’s benet is its facility to provide
tailored and individually driven digital support for ASD students who usually have their own
preferences for sensory outputs (colors, sounds, graphical details etc.) produced by soffiware
as well as for the way of learning due to individual peculiarities [6, 13, 16] of their disorder.
As a result, due to the technology’s advantages, the students obtain personalized, friendly and
one-to-one digital aid to master both social and academic skills.
Thus, the said benets of digital aids for ASD students and their social and learning diculties
determine the variety of the aids as for their main purposes for the students’ training as well as
the core features of their design.
As we said above, speaking habits, vocabulary boosting, and speech stimulation must be in
focus of ASD students’ learning on all the levels. In this connection, it is relevant to concentrate
on the advantages of e-simulators as a special type of digital support in general and look
precisely at the potential of e-simulators focused exactly on ASD students’ speech and language
boosting.
A simulator in a common sense is a modeling complex (system) created in order to prepare
a person to make high-quality and quick decisions. According to studies, with regard to the
learning process, a simulator is dened as a device for training which due to psychological
and didactic requirements should have constructive, modeling and didactic components as
its core parts. It is also mentioned that simulators are promising as for their application to
learning practice since they allow students to form the skills of motor-reex and cognitive
actions in dicult situations, to understand the essence of the ongoing processes and their
mutual dependence.
A special role in education is played by e-simulators which are dened in the studies [6, 17,
18, 19, 20] as a learning tool that provides a trainee with step-by-step work-out of the learning
content, and allows them to obtain sustainable skills of proper actions along with the parallel
detection of the trainee’s errors. The experience of using e-simulators in the learning process
testies their benets for trainees. In particular, e-simulators take into account the individual
pace of student’s work and enable his own managing and controlling the learning process. They
also reduce the time of developing necessary skills and do this process more ecient due to the
great number and variety of training tasks, which raises the motivation of educational activity.
In the [6, 17] it is pointed out that the general purpose e-simulator must meet the set of
requirements. In particular, it is underlined that tools for the simulator design should be simple
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and exible. E-simulator should give the student the opportunity to repeatedly perform the same
tasks on a particular topic in order to work out certain skills. At the same time the simulator
should provide the student with clear instructions and/or a sample solution at his request. In
addition, the simulator should analyze the student’s actions with a qualitative assessment of
the results and giving recommendations as for the achievement of better results. There are
also some special recommendations for the e-simulator interface that should be friendly and
clear to encourage students to practice routine skills and to create an atmosphere of success
and interest.
The analysis of the challenges of ASD students’ educational practices, peculiarities of their
learning, and importance of the facilitating the students’ speech stimulation and language
boosting depicted above, testify the urgency of the development of e-simulators with Ukrainian
localization for the young students’ speech encouragement.
Based on the analyzed needs of speech development of young students with autism and
the general requirements for e-simulators, it is possible to formulate the following specic
requirements for the said e-simulators for language boosting which are to be used as a basis
for their design. Formulating them we bear in mind two core speculations which come from
the above analysis of the psychological and pedagogical characteristics of the said students.
On the one hand, the soffiware for ASD-students must be helpful for them in terms of their
common and individual learning challenges, has to decrease the level of the students’ diculties,
and hence, to make smoother the process of their learning and social adaptation. On the
other hand, any kind of digital aids for ASD-students including the said e-simulators for speech
encouragement must be cooperative in terms of the students’ strong points (their well-developed
visual memory, attention to details, a large amount of mechanical memory) which are considered
by the psychologists to be helpful in their teaching.
Thus, in the process of development of an e-simulator for language boosting for ASD-students
the set of recommendations have to be taken into consideration.
Firstly, it must have a concise, intuitively clear interface that must be the same for work in
all modes of the simulator. It is recommended to use the same template to support unique basic
design of the application which has to be downloaded quite quickly. The application window
should not contain too much information in one spot, and must focus the student’s attention
on certain areas of the screen.
Secondly, the said e-simulator has to provide visual reinforcement of verbal content (as the
ASD-students have well-developed visual memory which might compensate their verbal di-
culties). It makes topical to include appropriate visual (multimedia) support for text information
representation in the application and hence, puts up the problem of rational storing of graphical
and text data within the application.
In addition, it is essential to provide opportunities for multiple repetitions of the proper
exercises which must be generated by the simulator due to the didactic purposes. At the same
time, the application must have facilities for gradual complication of the tasks and a moderate
variety of exercises that would provide not only the vocabulary boosting, but also the speech
stimulation. In this context, it is important to provide various modes of the application work
which include dierent learning activities with a simulator. Besides simple words-training
facilities, a developer should also create options for phrases building and work with digital
narratives that provide combination of the verbal content and visual images. According to
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recent studies, creating of digital narratives by ASD-students, followed by work upon their
combined content, provoke the students’ needs for expressing ideas and potentially stimulate
their speech habits. In order to guarantee such a functionality, the developer has to work in
tight collaboration with educators who are experts in ASD students’ training.
Finally, the e-simulator on the said purpose should guarantee high level of interaction with
friendly feedback in learning situations of success and failure to increase motivation for speech
encouragement. Besides, the soffiware should provide signicant level of adaptivity due to
the student’s needs, so the student (together with his tutor) could progress in his own pace,
according to his individual preferences, and was able to handle the process of learning.
The formulated specic recommendations for the said e-simulators might be considered as
features which are necessary to be regarded in the process of the simulators elaboration and
determine their functionality in terms of the ASD students’ didactic needs. We would like to
cover them in details on the example of the design of an e-simulator for young students’ speech
boosting in Ukrainian and in English.
3. Development of e-simulator for young students’ speech
boosting
Coming from the formulated recommendations, the main phases of the application design were
outlined which can be characterized as follows.
3.1. Main stages of the application design
At the rst stage the didactic functions of the application were specied due to the recommen-
dations, the modes of its work were determined, use cases diagram was built which allowed to
specify a potential user’s behavior.
In particular, it was determined that the user is expected to initiate such use cases as:
(1) to run the application;
(2) to get familiar with it introducing himself;
(3) to choose the language (Ukrainian or English) to be trained;
(4) to choose the mode of training (boosting vocabulary via learning new words, building
phrases, work upon social stories);
(5) to work in any of the modes doing various exercises and repeating them with various
content;
(6) to obtain immediate feedback;
(7) to change the content of words training and ll it with user’s set of words.
All the use cases are connected with each other, which was also shown at the diagram that is
not included into the article for the sake of conciseness.
At the next stage, the conceptual model of the subject area “ASD-students’ language encour-
agement with the help of e-simulator” was created. On the stage of object-oriented design the
obtained conceptual model was used to determine application classes, objects, and proper links
between them.
225
Next phase was devoted to the application interface design coming from the requirements to
the e-simulator, the use case diagram and obtained conceptual model. In particular, design of all
application windows was developed in accordance with all use cases and links between them. It
was also followed the necessity to apply the same template to support unique basic design of
the application in all its modes. The application windows in all the modes of work contain only
proper information which is concentrated in certain spots, and focuses the student’s attention
on these areas of the screen. Proper concise prompts are put in certain areas of each window.
Due to ASD-students’ needs for visual reinforcement of verbal content there was solved the
problem of vocabulary boosting with the elements of words visualization. All of the elements
of the interface were tested as for their usability to make sure that the design solutions are
ergonomical ones and enable a user to interact with the simulator eciently in various learning
situations obtaining immediate and relevant feedback.
Then the program realization of the e-simulator was undertaken in Java within Netbeans
environment: class diagram was built, and the class and methods description was done along
with their program implementations.
Then necessary didactic content for all modes of the e-simulator was created in collaboration
with psychologists, ASD experts and primary school teachers. In particular, the variety of word
sets with visual support was picked up for their mastering in accordance with Ukrainian and
English languages curriculum. Phrases builder of the e-simulator was lled in with proper
content. The social stories for work with digital narratives were composed. As a result, all the
proper components of the application were lled in with the elaborated learning content.
At the nal stage the application was tested, according to the didactic and technical require-
ments formulated above.
Finally, the application was introduced into practice of ASD-students’ classroom and inde-
pendent learning activities.
Below we are covering the functionality of the developed simulator highlighting the features
of their implementation.
3.2. Functionality of the developed e-simulator in terms of ASD-students’
speech encouragement
As a result of development, speech e-simulator “Speak-up!” (“Розмовляй-ка!”) for young
students with autism spectrum disorders has a concise but intuitively clear interface that
enables both educators and students to interact with it eciently from the very beginning.
In addition, the interface of the e-simulator oers to get familiar with a user (ASD-student)
introducing his name, which immediately makes training personalized (gure 1).
Affier getting familiar and choosing the language (Ukrainian of English) of training by the
user, the application encourages the trainee to work in three main modes which determine
basic didactic functions of the application.
The rst core mode focuses the trainee on boosting his vocabulary via learning new words of
native (of foreign) language along with their meanings. There are two main activities provided
by the e-simulator. First, the student is enabled to look through the vocabulary of the lesson (in
accordance with the curriculum theme) along with the words meaning and proper associative
226
Figure 1: The episode of work with the simulator at the moment of getting familiar with a user.
Figure 2: Fragments of work in the simulator in the mode of vocabulary boosting.
images (gure 2). The activity encourages the student to learn the sets of words with visual
support in his own pace returning to the same sets as many time as the trainee needs.
The other activity in the vocabulary mode is devoted to the words simulation with estimating
of the students’ attempts. In particular, in this mode the e-simulator encourages students to
recollect the learnt vocabulary with immediate feedback and with friendly processing of the
situations of success and failure (gure 3).
Thus, the realized mode of the e-simulator helps ASD-students to get used to the situation of
training with estimation, allows to decrease their anxiety, which is essential for the students,
and motivates them for vocabulary boosting.
An important function realized in the simulator is the opportunity for the trainee (with the
227
Figure 3: Working out the words in the mode of vocabulary boosting with estimation.
help of his tutor) to edit existing vocabularies, to ll them with their own sets of words, and save
their own vocabulary in les (along with proper associative images) within the simulator to use
them for work out (gure 4). This ensures the adaptability of the simulator to the needs and
requests of the trainee. As he can work out the words which seem for exactly him to be useful
and important, it is possible to predict the growth of the student’s motivation to remember and
use them. In this way, the student can make their learning the most comfortable and individual,
as well as avoid the fear of testing their knowledge. The situation of learning, training and
control becomes familiar, safe and psychologically comfortable for him.
Figure 4: The process of editing existing lessons vocabularies.
The second mode which is realized in the simulator is aimed at progressing the ASD –students’
skills of composing sentences of various types. On this purpose, the simulator implements a
228
phrase builder which oers the student two main types of speech learning activities. The rst
type of activity encourages the student to build sentences according to the scheme and compare
their own sentence with the sample. The second type oers to choose from the suggested
members of the sentence correct ones, as well as to build their own phrases and check their
correctness (gure 5).
Figure 5: The episodes of work in the mode of phrases builder.
It is important to emphasize that the program realization of this mode addresses to the main
peculiarities of ASD-students’ learning, such as focusing on details, necessity to concentrate
their attention on the proper areas of the screen and certain activities, determination on the
repeated habitual tasks with their gradual extension etc.
In the third mode of training the simulator provides an opportunity for students to work with
so-called social stories that have social and educative content, and contribute to the eective
adaptation of ASD-students to society. The student is oered two main stages of processing
the stories: (1) reading the story followed by its analysis via answering suggested questions
(gure 6); (2) reading the same text with pictures instead of some words that the student must
recollect and enter (or choose from the suggested ones).
At all of the simulator’s modes it is realized the facility of monitoring the correct answers
with immediate feedback in the form of scored points displaying the results of training. The aid
also eciently handles situations of success and failure, which provides a favorable emotional
background, creates a friendly atmosphere of training, and helps to increase motivation to
practice language and speech skills.
Thus, the depicted above functionality of the developed digital simulator for ASD-students’
language encouragement meets the core features of such aids design which were grounded and
formulated in the section 2 of the paper.
229
Figure 6: The episodes of work in the mode of social stories.
4. Conclusions
In accordance with the aims of the paper, it is covered essential peculiarities of the design of
digital aids for ASD-students. They are distinguished coming from the analysis of common
learning and social diculties inherent to the trainees with autistic disorders; needs for their
speaking habits development; advantages of special digital support in terms of facilitating
ASD-students’ training.
The distinguished features essential in the process of the digital aids disign are demonstrated
on the example of the development of an e-simulator for young ASD-students’ speech encour-
agement. The main stages of its design and functionality are characterised. In conclusion, we
would like to emphasise that the developed digital simulator due to its functionality helps to
overcome a number of problems faced by young ASD-students.
In particular, the simulator promotes concentration of their attention and relies on increased
visual memory of such students; allows to boost signicantly the vocabulary of both native and
foreign (English) language via multiple repetition and involvement of both verbal and nonverbal
learning; provides opportunities for gradual complication of tasks and a moderate variety of
exercises, which allows not only the expansion of vocabulary by memorizing words, but also the
speech stimulation by constructing their own sentences, processing social stories with visual
support etc.
In addition, provided communication within e-simulator, the realized option to repeat dierent,
but similar learning situations, studying at their own comfortable pace help to reduce the
student’s anxiety, simplify their adaptation to unfamiliar tasks and situations, which is really
essential for autistic students due to their psychological peculiarities.
Finally, the essential function of editing by the student oered vocabularies for training
ensures the adaptability of the simulator to the needs and requests of the trainee and enables
the student to handle his own process of training. In fact, this function represents the developed
e-simulator as a computer shell for design of individual simulators for ASD-students’ speech
training.
230
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