Accepted for/Published in: JMIR Pediatrics and Parenting
Date Submitted: Jun 16, 2020
Date Accepted: Apr 17, 2021
Development of a mobile application to improve numeracy skills of children with Autism Spectrum Disorders: Participatory Design and Usability Study
ABSTRACT
Background:
The use of Information Communication Technologies (ICT) in education promising from decades ago. There has been rapid development of different ICT tools to improve the quality of life of children with Autism Spectrum Disorders (ASD). However, the process of developing a user friendly and effective tool such as mobile application needs to follow complex standard protocol, culture-sensitive customization, and multisectoral involvements. This complex work becomes more challenging for children with ASD in Low and Middle-Income Countries.
Objective:
This study aimed to develop a user-friendly mobile application for children with autism to improve numeracy skills in Rwanda.
Methods:
The application was developed through participatory action research involving educators and human-computer interaction researchers, subject matter expert clinicians, and target users. A comprehensive beta testing version of the application was developed that considered educators' feedback from focus groups, and observations of children with ASD when using the application.
Results:
In the findings of this study, the participants suggested three points to consider when designing the interface for children with ASD. (1) Graphic design principals, (2) User interface design, and (3) Success recognition and messages. The mobile application is believed to assist parents and educators to train and educate children with ASD to be able to learn, memorize and recognize the numbers that figure on coins used in Rwandan currency and participate in different economic activities in their families.
Conclusions:
Overall, it has become clear that it is possible to develop mobile applications that respond to the needs of children with Autism Spectrum Disorders to eliminate the barrier of learning mathematical skills. Empowering skills of the use of ICT in teaching and support of learners with ASD inclusive environment can also bring the idea of features to be added into the developed application. This underscores the relevance of the needs of more assistive technologies to be developed in the response of each societal problems
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