Serious Games Model In Diagnosing Visual Perception Problem For Autistic Students

In order to minimize the negative effects of autism in students as well as to overcome future problems, early identification and diagnosis are the solutions to get students on the right road to dealing with the problems related to autism and overcoming them. A systematic manual has been developed an...

Full description

Saved in:

Bibliographic Details
Main Author:	Mohd. Noor, Helmi Adly
Format:	Thesis
Language:	English English
Published:	2016
Subjects:	Q Science (General) QA76 Computer software
Online Access:	http://eprints.utem.edu.my/id/eprint/18569/1/Serious%20Games%20Model%20In%20Diagnosing%20Visual%20Perception%20Problem%20For%20Autistic%20Students%2024%20Pages.pdf http://eprints.utem.edu.my/id/eprint/18569/2/Serious%20Games%20Model%20In%20Diagnosing%20Visual%20Perception%20Problem%20For%20Autistic%20Students.pdf
Tags:	Add Tag No Tags, Be the first to tag this record!

id	my-utem-ep.18569
record_format	uketd_dc
institution	Universiti Teknikal Malaysia Melaka
collection	UTeM Repository
language	English English
advisor	Shahbodin, Faaizah
topic	Q Science (General) QA76 Computer software
spellingShingle	Q Science (General) QA76 Computer software Mohd. Noor, Helmi Adly Serious Games Model In Diagnosing Visual Perception Problem For Autistic Students
description	In order to minimize the negative effects of autism in students as well as to overcome future problems, early identification and diagnosis are the solutions to get students on the right road to dealing with the problems related to autism and overcoming them. A systematic manual has been developed and is used to diagnose visual perception problems in autistic students. Nevertheless, the technique to diagnose visual perception problems in autistic students is manually employed and the hands-on technique is utilised. This study aims to develop Vi-per games as a tool for special education teachers to diagnose visual perception problems in autistic students. These diagnostic tools can assist and help teachers to diagnose their students without the teachers needing to have any experience and knowledge of diagnosing visual perception. A model of serious games to enable diagnosis of visual perception problems was used in this research. Studies have shown that using games has many benefits and helps autistic students. However, none have yet been developed to diagnose visual perception problems in autistic students. In this research, the objectives are to propose a model for visual perception diagnosis by using serious games for autistic students, to propose a new serious game, namely Vi-Per games for diagnosing visual perception, to measure the accuracy of Vi-Per Games diagnosis results and generate a set of comprehensive and systematic reports in order to evaluate the visual perception problems of autistic students, and to obtain the perception of teachers towards the use of the Vi-Per Games. The participants were autistic students and special education teachers from SMK Bandar Baru UDA and SMK Tun Syed Nasir Ismail, both schools in Johor Bahru, Malaysia. The main participants were ten (10) special education teachers who participated in the questionnaire procedures. Ten (10) autistic students from special education classes were selected using pre-test and post-test procedures. The experiment measured the accuracy of using the developed serious games and to obtain the perception of the teachers towards the use of the games for diagnosing visual perception problems in autistic students. The results positively show that the use of Vi-Per Games can help teachers diagnose visual perception problems in autistic students and can replace manual and conventional tests. In addition, the measure of accuracy test was found to be accurate. Overall, the findings show that using the serious game approach effectively engages autistic students as compared to using the conventional approach. The use of Vi-Per Games successfully assists and facilitates teachers in the diagnosis of visual perception problems in autistic students, as compared to the conventional methods of diagnosis. Diagnosing visual perception using serious games gives teachers and students an enjoyable experience in a way that no other medium can offer.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Mohd. Noor, Helmi Adly
author_facet	Mohd. Noor, Helmi Adly
author_sort	Mohd. Noor, Helmi Adly
title	Serious Games Model In Diagnosing Visual Perception Problem For Autistic Students
title_short	Serious Games Model In Diagnosing Visual Perception Problem For Autistic Students
title_full	Serious Games Model In Diagnosing Visual Perception Problem For Autistic Students
title_fullStr	Serious Games Model In Diagnosing Visual Perception Problem For Autistic Students
title_full_unstemmed	Serious Games Model In Diagnosing Visual Perception Problem For Autistic Students
title_sort	serious games model in diagnosing visual perception problem for autistic students
granting_institution	Universiti Teknikal Malaysia Melaka
granting_department	Faculty of Information and Communication Technology
publishDate	2016
url	http://eprints.utem.edu.my/id/eprint/18569/1/Serious%20Games%20Model%20In%20Diagnosing%20Visual%20Perception%20Problem%20For%20Autistic%20Students%2024%20Pages.pdf http://eprints.utem.edu.my/id/eprint/18569/2/Serious%20Games%20Model%20In%20Diagnosing%20Visual%20Perception%20Problem%20For%20Autistic%20Students.pdf
_version_	1747833937438179328
spelling	my-utem-ep.185692021-10-08T15:27:39Z Serious Games Model In Diagnosing Visual Perception Problem For Autistic Students 2016 Mohd. Noor, Helmi Adly Q Science (General) QA76 Computer software In order to minimize the negative effects of autism in students as well as to overcome future problems, early identification and diagnosis are the solutions to get students on the right road to dealing with the problems related to autism and overcoming them. A systematic manual has been developed and is used to diagnose visual perception problems in autistic students. Nevertheless, the technique to diagnose visual perception problems in autistic students is manually employed and the hands-on technique is utilised. This study aims to develop Vi-per games as a tool for special education teachers to diagnose visual perception problems in autistic students. These diagnostic tools can assist and help teachers to diagnose their students without the teachers needing to have any experience and knowledge of diagnosing visual perception. A model of serious games to enable diagnosis of visual perception problems was used in this research. Studies have shown that using games has many benefits and helps autistic students. However, none have yet been developed to diagnose visual perception problems in autistic students. In this research, the objectives are to propose a model for visual perception diagnosis by using serious games for autistic students, to propose a new serious game, namely Vi-Per games for diagnosing visual perception, to measure the accuracy of Vi-Per Games diagnosis results and generate a set of comprehensive and systematic reports in order to evaluate the visual perception problems of autistic students, and to obtain the perception of teachers towards the use of the Vi-Per Games. The participants were autistic students and special education teachers from SMK Bandar Baru UDA and SMK Tun Syed Nasir Ismail, both schools in Johor Bahru, Malaysia. The main participants were ten (10) special education teachers who participated in the questionnaire procedures. Ten (10) autistic students from special education classes were selected using pre-test and post-test procedures. The experiment measured the accuracy of using the developed serious games and to obtain the perception of the teachers towards the use of the games for diagnosing visual perception problems in autistic students. The results positively show that the use of Vi-Per Games can help teachers diagnose visual perception problems in autistic students and can replace manual and conventional tests. In addition, the measure of accuracy test was found to be accurate. Overall, the findings show that using the serious game approach effectively engages autistic students as compared to using the conventional approach. The use of Vi-Per Games successfully assists and facilitates teachers in the diagnosis of visual perception problems in autistic students, as compared to the conventional methods of diagnosis. Diagnosing visual perception using serious games gives teachers and students an enjoyable experience in a way that no other medium can offer. UTeM 2016 Thesis http://eprints.utem.edu.my/id/eprint/18569/ http://eprints.utem.edu.my/id/eprint/18569/1/Serious%20Games%20Model%20In%20Diagnosing%20Visual%20Perception%20Problem%20For%20Autistic%20Students%2024%20Pages.pdf text en public http://eprints.utem.edu.my/id/eprint/18569/2/Serious%20Games%20Model%20In%20Diagnosing%20Visual%20Perception%20Problem%20For%20Autistic%20Students.pdf text en validuser https://plh.utem.edu.my/cgi-bin/koha/opac-detail.pl?biblionumber=100366 phd doctoral Universiti Teknikal Malaysia Melaka Faculty of Information and Communication Technology Shahbodin, Faaizah 1. Abt, C.C., 1970. Serious Games, New York: The Viking Press. 2. Abirached, B., Zhang, Y., Park, J., 2012. Understanding User Needs for Serious Games for Teaching Children with Autism Spectrum Disorders Emotions. In World Conference on Educational Multimedia, Hypermedia and Telecommunications. AACE, Denver. 3. Achtman, R.L., Green, C.S. & Bavelier, D., 2008. Video Games As A Tool To Train Visual Skills. Restorative Neurology And Neuroscience, 26, pp.435–446. 4. Al-Khafaji, N., Al-Shaher, M., Al-Khafaji, M., 2013. M-Learning Application for Autistic Children using Android Platform. In Future Trends in Computing and Communication. 5. Ananta, I., 2004. Using An Adaptive Web-Based Learning Environment To Develop Conceptual And Procedural Knowledge. University of Wollongong. 6. Anwar, Anika., Rahman, Md. Mustafizur., Ferdous, S.M., Anik, Samiul Alam., Ahmed, Syed Ishtiaque., 2011. A Computer Game Based Approach For Increasing Fluency In The Speech Of The Autistic Children. IEEE 11th International Conference On Advanced Learning Technologies, pp.17–18. 7. Appelbaum, L Gregory., Cain, Matthew S., Darling, Elise F., Mitroff, Stephen R., 2013. Action Video Game Playing Is Associated With Improved Visual Sensitivity, But Not Alterations In Visual Sensory Memory. Attention, Perception & Psychophysics Journal, 75, pp.1161–7. 8. Arshia Zernab Hassan, Bushra Tasnim Zahed, Fatema Tuz Zohora, Johra Muhammad Moosa, Tasmiha Salam, Md. Mustafizur Rahman, Hasan Shahid Ferdous, Syed Ishtiaque Ahmed, Developing The Concept Of Money By Interactive Computer Games For Autistic Children. IEEE International Symposium on Multimedia, pp. 559-564, 2011. 9. Artoni, S., Buzzi, M.C., Buzzi, M., Ceccarelli, F., Fenili, C., Rapisarda, B., Tesconi, M., 2012. Designing ABA-Based Software for Low-Functioning Autistic Children. In Cipolla-ADNTIIC 2011. LNCS, vol. 7547, pp. 230–242. Springer, Heidelberg. 10. Arya, A., Dipaola, S., Parush, A., 2009. Perceptually Valid Facial Expressions for Character-Based Applications. International Journal of Computer Games Technology, pp. 13. 11. Bai, Z., 2012. Augmenting imagination for children with autism. Proceedings of the 11th International Conference on Interaction Design and Children, pp.327-330. 12. Barakova, E., Wanrooij, G., Limpt, R., Menting, M., 2007. Using an Emergent System Concept in Designing Interactive Games For Autistic Children. In 6th International Conference on Interaction Design and Children. ACM, Aalborg. 13. Bartoli, Laura., Corradi, Clara., Garzotto, Franca., Valoriani, Matteo., 2013. Exploring Motion-Based Touchless Games For Autistic Children’s Learning. Proceedings of the 12th International Conference on Interaction Design and Children, pp.102–111. 14. Bartolome, N.A., Zorrilla, A.M. & Zapirain, B.G., 2013. Autism Spectrum Disorder children interaction skills measurement using computer games. In Proceedings of 18th International Conference on Computer Games: AI, Animation, Mobile, Interactive Multimedia, Educational and Serious Games. pp. 207–211. 15. Battocchi, A., Pianesi, F., Venuti, P., Ben-Sasson, A., Gal, E., & Weiss, P. L., 2009. Collaborative Puzzle Game: Fostering Collaboration In Children With Autistic Spectrum Disorder (ASD) and With Typical Development. In Proceedings of The IEEE Virtual Rehabilitation International Conference. pp. 204-204. 16. Battocchi, A., Pianesi, F., Venuti, P., Ben-Sasson, A., Gal, E., 2009. Collaborative puzzle game: Fostering Collaboration in Children with Autistic Spectrum Disorder (ASD) and with Typical Development. In: The International Conference on Interactive Tabletops and Surfaces, pp. 197–204. ACM, New York. 17. Beauchamp, R., 1991. Theories Of Visual Perception. Optometry & Vision Science, 68(9). 18. Bender, L., 1938. A Visual Motor Gestalt Test and Its Clinical Use. New York: American Orthospsychiatric Association. 19. Bender, W.N., Vail, C.O. & Scott, K., 1995. Teachers’ attitudes toward increased mainstreaming: implementing effective instruction for students with learning disabilities. Journal of learning disabilities, 28(2), pp.87–94, 120. 20. Benton, A. L., 1969. Disorders of Spatial Orientation. In P.J Vinken and G. W. Bruym (Eds.), Handbook of Clinical Neurology, Vol. 3. Amsterdam: North Holland Publisher. 21. Bereznak, S., Ayres, K., Mechling, L., Alexander, J., 2012. Video Self-Prompting and Mobile Technology to Increase Daily Living and Vocational Independence for Students with Autism Spectrum Disorders. Journal of Developmental and Physical Disabilities 24, 269–285. 22. Bertacchini, Francesca, Eleonora Bilotta, Lorella Gabriele, D. E. Olmedo Vizueta, P. Pantano, F. Rosa, A. Tavernise, S. Vena, and A. Valenti., 2013. An Emotional Learning Environment For Subjects With Autism Spectrum Disorder. In International Conference on Interactive Collaborative Learning (ICL), pp. 653-659. IEEE. 23. Billstedt, E., Gillberg, C. & Gillberg, C., 2005. Autism After Adolescence: Population-Based 13- To 22-Year Follow-Up Study Of 120 Individuals With Autism Diagnosed In Childhood. Journal of Autism and Developmental Disorders, 35, pp.351–360. 24. Billstedt, E., Gillberg, I.C. & Gillberg, C., 2011. Aspects of quality of life in adults diagnosed with autism in childhood: a population-based study. Autism : The International Journal Of Research And Practice, 15(1), pp.7–20. 25. Blacker, K.J. & Curby, K.M., 2013. Enhanced Visual Short-Term Memory In Action Video Game Players. Attention, Perception & Psychophysics, 75, pp.1128–36. 26. Branch, R.M., 2010. Instructional Design: The ADDIE Approach, Springer Science & Business Media. 27. Brewer, J., Newman, I. & Benz, C.R., 1999. Qualitative-Quantitative Research Methodology: Exploring the Interactive Continuum. Contemporary Sociology, 28(2), p.245. 28. Bryson, S.E., Rogers, S.J. & Fombonne, E., 2003. Autism Spectrum Disorders: Early Detection, Intervention, Education, and Psychopharmacological Management. Canadian Journal of Psychiatry, 48(8), pp.506–516. 29. Chalfant, J.C. & Schefflin, M.A., 1969. Central Processing Dysfunctions in Children: A Review Of Research, Washington, D.C. 30. Chalfant, J.C., Schefflin, M.A., 1969. Central Processing Dysfunctions In Children: A Review Of Research (NINDS Monograph No. 9). Washington, D.C.: U.S. Department of Health, Education and Welfare. 31. Chase, W. G., 1986. Visual Information Processing. In K. Boff, J. Thomas, and L. Kaufman, (Eds.) Handbook of Perception and Human Performance, Vol. 2: Cognitive Processes and Performance. New York: Wiley-Neuroscience. 32. Chen, C., 2013. Developing a Tablet Computer Game with Visual-Spatial Concept Jigsaw Puzzles for Autistic Children [online] 33. Available at: http://design-cu.jp/iasdr2013/papers/2197-1b.pdf [Accessed on 23 January 2015] 34. Chisholm, J.D. et al., 2010. Reduced Attentional Capture In Action Video Game Players. Attention, Perception & Psychophysics, 72, pp.667–671. 35. Choi, M. Y., & Limb, C. Y., 2010. Interactive Therapy System Design For Children With Autistic Spectrum Disorders. In Conf. Rec. 2010 International Conference On Kansei Engineering And Emotion Research, pp. 164. 36. Chukoskie, L., Soomro, A., Townsend, J., Westerfield, M., 2013. Looking’ Better: Designing an at-Home Gaze Training System for Children with ASD. In: 6th International IEEE Conference on Neural Engineering, pp. 1246–1249. IEEE, San Diego. 37. Colarusso, R.P. & Hammill, D.D., 2003. Motor-Free Visual Perception Test 3rd Ed., Novato, California: Academic Therapy Publication. 38. Connolly, T.M. et al., 2012. Computers & Education A Systematic Literature Review Of Empirical Evidence On Computer Games And Serious Games. Computers & Education, 59(2), pp.661–686. 39. Creak, M., 1961. Schizophrenia Syndrome in Childhood: Progress Report of a Working Party. Cerebral Palsy Bulletin, 3, 501-504. 40. Creswell, J.W., 2014. Research Design Qualitative Quantitative And Mixed Methods Approaches. 4th ed., Los Angeles; Sage Publications. 41. Croen, Lisa A., Grether, Judith K., Hoogstrate, Jenny., Selvin, Steve., 2002. The Changing Prevalence Of Autism In California. Journal of Autism & Developmental Disorders, 32, pp.207–215. 42. Crotty, M., 1998. The Foundations Of Social Research: Meaning And Perspective In The Research Process. Los Angeles; Sage Publications. 43. Davis, M., Otero, N., Dautenhahn, K., Nehaniv, C., Powell, S., 2007. Creating a Software to Promote Understanding About Narrative in Children with Autism: Reflecting on the Design of Feedback and Opportunities to Reason. In 6th International Conference on Development and Learning, pp. 64–69. IEEE, London. 44. De Leo, G., Gonzales, C., Battagiri, P., Leroy, G., 2011. A smart-Phone Application and a Companion Website for the Improvement of the Communication Skills of Children with Autism: Clinical Rationale, Technical Development and Preliminary Results. Journal of Medical Systems 35(4), pp.703–711. 45. De Urturi, Z.S., Zorrilla, A.M. & Zapirain, B.G., 2012. A Serious Game For Android Devices To Help Educate Individuals With Autism On Basic First Aid. In Advances in Intelligent and Soft Computing. pp. 609–616. 46. Dolah, J., 2011. A Preliminary Investigation : Potential Of Interactive Multimedia Learning Awareness ( IMLA ) in Enhancing Awareness Of Autistic Characteristics Among Parents And Society In Malaysia. A Preliminary Investigation: Potential Of Interactive Multimedia Learning Awareness (IMLA) in Enhancing Awareness Of Autistic Characteristics Among Parents And Society In Malaysia, 3(1), pp.19–25. 47. Donohue, S.E., Woldorff, M.G. & Mitroff, S.R., 2010. Video Game Players Show More Precise Multisensory Temporal Processing Abilities. Journal of Attention, Perception & Psychophysics, 72, pp.1120–1129. 48. Eaves, L.C. & Ho, H.H., 2008. Young adult outcome of autism spectrum disorders. Journal of Autism and Developmental Disorders, 38, pp.739–747. 49. Egenfeldt-Nielsen, S., Smith, J.H. & Tosca, S.P., 2010. Understanding Video Games: The Essential Introduction. Mass Communication Research, 102, pp.365–372. 50. Felicia, P., 2009. Digital Games In Schools: A Handbook For Teachers. European Schoolnet, p.44. 51. Field, A.P., 2009. Discovering Statistics Using SPSS 3rd Edition, London: Sage Publications. 52. Finkelstein, S., Nickel, A., Harrison, L., Suma, E., Barnes, T., 2009. cMotion: A New Game Design to Teach Emotion Recognition and Programming Logic to Children using Virtual Humans. In IEEE Virtual Reality Conference, pp. 249–250. IEEE, Lafayette . 53. Frostig, M., Lefever, D. W., Whittlesey, J. R. B, 1961. A Developmental Test of Visual Perception for Evaluationg Normal and Neurologically Handicapped Children. Perception and Motor Skills, 19, 383-389. 54. Frutos, M., Bustos, I., Zapirain, B., Zorrilla, A., 2011. Computer Game to Learn and Enhance Speech Problems for Children with Autism. In 16th International Conference on Computer Games, pp. 209–216. IEEE, Louisville. 55. Ganz, M.L., 2006. The Costs of Autism. In Understanding Autism: From Basic Neuroscience To Treatment. pp. 475–502. 56. Gogolla, N. et al., 2010. Models Of Autism. Journal Of Neurodevelopmental Disorders, 1(2), pp.172–181. 57. Goldfarb, W., Receptor Preferences in Schizophrenic Children. Archives of Neurology and Psychiatry, 1956, 76, 643-652. 58. Green, C.S. & Bavelier, D., 2003. Action Video Game Modifies Visual Selective Attention., Grossman, J.B., Carter, A. & Volkmar, F.R., 1997. Social Behavior In Autism. In Annals of the New York Academy of Sciences, pp. 440–454. 59. Grossman, J.B., Carter, A. & Volkmar, F.R., 1997. Social behavior in autism. In Annals of the New York Academy of Sciences. pp. 440–454. 60. Hailpern, J., Harris, A., La, B., 2012. Designing Visualizations to Facilitate Multisyllabic Speech with Children with Autism and Speech Delays. In Designing Interactive Systems Conference, pp. 126–135. ACM, New York. 61. Hallahan, D.P. & Kauffman, J.M., 1977. Labels, Categories, Behaviors: Ed, Ld, and Emr Reconsidered. The Journal of Special Education, 11(2), pp.139–149. 62. Hamari, J., 2013. Transforming Homo Economicus Into Homo Ludens: A Field Experiment On Gamification In A Utilitarian Peer-To-Peer Trading Service. Electronic Commerce Research and Applications, 12(4), pp.236–245. 63. Hamari, J., & Koivisto, J. (2014). Measuring Flow in Gamification: Dispositional Flow Scale-2. Computers in Human Behavior, 40, 133-143. 64. Hamari, J. & Koivisto, J., 2013. Social Motivations To Use Gamification: An Empirical Study Of Gamifying Exercise. In Proceedings Of The 21st European Conference On Information Systems SOCIAL. pp. 1–12. 65. Hammil, D. D., Pearson, N. A., & Vorres, J.K., 1993. Developmental Test of Visual Perception, 2nd Edition, Austin: Pro-Ed. 66. Hansen, O.B., Abdurihim, A., McCallum, S., 2013. Emotion recognition for mobile devices with a potential use in serious games for autism spectrum disorder. In Ma, M., Oliveira, M.F., Petersen, S., Hauge, J.B. (eds.) SGDA 2013. LNCS, vol. 8101, pp. 1–14. Springer, Heidelberg. 67. Hassan, A., Zahed, B., Zohora, F., Moosa, J., Salam, T., Rahman, M., Ferdous, H., Ahmad, S., 2011. Developing the Concept of Money by Interactive Computer Games for Autistic Children. In IEEE International Symposium on Multimedia, Dana Point, pp. 559–564. 68. Hendee, W. R., 1997. Cognitive Interpretation of Visual Signals. In W. R. Hendee & P. Wells, eds., The Perception of Visual Information. New York: Springer. 69. Herger, M., 2014. Gamification in Human Resources, 1st ed., CreateSpace Independent Publishing Platform. 70. Hermelin, B. A., & O'Connor, N., 1970. Psychological Experiments with Autistic Children. Oxford: Pergamon Press. 71. Herzig, P., Strahringer, S. & Ameling, M., 2012. Gamification of ERP systems - Exploring Gamification Effects On User Acceptance Constructs. In Multikonferenz Wirtschaftsinformatik 2012 - Tagungsband der MKWI. pp. 793–804. 72. Herzig, P., Strahringer, S., & Ameling, M., 2012. Gamification of ERP systems-Exploring Gamification Effects On User Acceptance Constructs. In Multikonferenz Wirtschaftsinformatik, pp. 793-804. Braunschweig: GITO. 73. Hoque, M., Lane, J., Kaliouby, R., Goodwin, M., Picard, R.,2009. Exploring speech therapy games with children on the autism spectrum. In: INTERSPEECH, pp. 1455–1458. 74. Hourcade, J., Bullock-Rest, N., Hansen, T., 2012. Multitouch Tablet Applications and Activities to Enhance the Social Skills of Children with Autism Spectrum Disorders. Personal and Ubiquitous Computing 16(2), 157–168. 75. Howlin, P., Goode, S., Hutton, J., & Rutter, M., 2004. Adult Outcome For Children With Autism. Journal of Child Psychology and Psychiatry, 45(2), 212-229. 76. Huang, A.X. & Wheeler, J.J., 2006. High-Functional Autism: An Overview Of Characteristics And Related Issues. International Journal Of Special Education, 21, pp.109–122. 77. Hudgins, A. L., 1977. Assessment of Visual-Motor Disabilities in Young Children: Toward a Differential Diagnosis. Psychology in the School, 14, 252-260. 78. Hulusica, V., Pistoljevic, N., 2012. LeFCA: Learning Framework for Children with Autism. Procedia Computer Science, 15, 4–16. 79. Huotari, K., 2012. Defining Gamification - A Service Marketing Perspective. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments. pp. 17–22. 80. Jabatan Pendidikan Khas, 2003. Pelaksanaan Program Pemulihan & Pendidikan Khas 2nd Edition, Kuala Lumpur: Percetakan Nasional Malaysia Berhad. 81. Jain, S., Tamersoy, B., Zhang, Y., Aggarwal, J. K., & Orvalho, V., 2012. An Interactive Game for Teaching Facial Expressions to Children with Autism Spectrum Disorders. In 5th International Symposium On Communications Control and Signal Processing (ISCCSP), pp. 1-4). IEEE. 82. Jansiewicz, E.M. et al., 2006. Motor Signs Distinguish Children With High Functioning Autism And Asperger’s Syndrome From Controls. Journal Of Autism And Developmental Disorders, 36, pp.613–621. 83. Jercic, Petar, Philipp J. Astor, Marc Thomas Philipp Adam, Olle Hilborn, Kristina Schaaff, Craig Lindley, C. Sennersten, and J. Eriksson, 2012. A Serious Game using Physiological Interfaces for Emotion regulation Training in the Context of Financial Decision-Making. In European Conference on Information Systems (ECIS), pp. 207. 84. Kanner, L., 1943. Autistic disturbances of affective contact. Acta Paedopsychiatrica, 35(4), pp. 217–250. 85. Kanner, L. & Eisenberg, L., 1957. Early Infantile Autism, 1943-1955. Psychiatric Research Reports, (7), pp.55–65. 86. Katouf, V. M., Steele, G. E., 2000. Visual Perceptual Skills in Low Income and Rural Children. Journal of Optometric Vision Development, 31, 71-75. 87. Keen, D. V., Reid, F.D. & Arnone, D., 2010. Autism, ethnicity and maternal immigration. British Journal of Psychiatry, 196(4), pp.274–281. 88. Kerlinger, F.N., 1992. Foundations of Behavioral Research, 3rd Ed., Harcourt Brace College Publisher. 89. Klin, A., 2006. Autism and Asperger syndrome: An Overview. Revista Brasileira de Psiquiatria, 28, pp.3–11. 90. Koivisto, J. & Hamari, J., 2014. Demographic Differences in Perceived Benefits from Gamification. Computers in Human Behavior, 35, pp.179–188. 91. Koppitz, E. M, 1970. Brain Damage, Reading Disability and the Bender Gestalt Test. Journal of Learning Disabilities, 3, pp. 429-433. 92. Kothari, C.R., 2012. Research Methodology: An introduction. In Research Methodology: Methods and Techniques. pp. 418. 93. Kozlowski, A.M. & Matson, J.L., 2012. An Examination of Challenging Behaviors in Autistic Disorder Versus Pervasive Developmental Disorder Not Otherwise Specified: Significant Differences And Gender Effects. Research in Autism Spectrum Disorders, 6(1), pp.319–325. 94. Kranowitz, C., 1998. The Out of Sync Child. The Berkley Publication Group, New York. 95. Kurtz, L.A., 2006. Visual Perception Problems in Children with AD/HD, Autism, and Other Learning Disabilities 1st Editio., London: Jessica Kingsley Publishers. 96. Lányi, C.S., Tilinger, Á., 2004. Multimedia and Virtual Reality in the Rehabilitation of Autistic Children. In Miesenberger, K., Klaus, J., Zagler, W.L., Burger, D. (eds.) ICCHP 2004. LNCS, vol. 3118, pp. 22–28. Springer, Heidelberg. 97. Leonard, H. et al., 2011. Autism And Intellectual Disability Are Differentially Related To Sociodemographic Background At Birth. PLoS ONE, 6(3). 98. Lieberman, L. M., 1984. Visual Perception Versus Visual Function. Journal of Learning Disabilities, 17, pp. 182-185. 99. Lovaas, O. I. Contrasting illness and behavioral models for the treatment of autistic children: A historical perspective. Journal of Autism and Developmental Disorders, 1979, 9, 315-323. 100. Lord, C., 2011. Epidemiology: How common is autism? Nature, 474(7350), pp.166–168. 101. Malaysian Ministry of Education, 2015. Rancangan Pendidikan Individu (Portal RPI Online). [online] 102. Available at: http://apps2.moe.gov.my/ppi_rpi/ [Accessed on 18 April 2015]. 103. Malhotra, N. K., 1999. Marketing Research: An Applied Orientation, 3rd Ed. New Jersey: Prentice Hall. 104. Martin, N.A., 2006. Test of Visual Perception Skills 3rd Editio., Novato, California: Academic Therapy Publication. 105. Mazurek, M.O. & Engelhardt, C.R., 2013. Video Game Use in Boys With Autism Spectrum Disorder, ADHD, or Typical Development. Pediatrics, 132(2), pp.260–266. 106. Mazurek, M.O. & Wenstrup, C., 2013. Television, Video Game and Social Media Use Among Children With ASD And Typically Developing Siblings. Journal of Autism and Developmental Disorders, 43(6), pp.1258–1271. 107. Mey, S. C., 2004. The REACH Way To Transformation. Pulau Pinang: Association of Resource And Education For Autistic Children. 108. Miranda, J. C., Sousa, A. A., Fernandes, T., & Orvalho, V. C., 2011. Interactive Technology: Teaching People with Autism to Recognize Facial Emotions. INTECH pp. 299-312. Open Access Publisher. 109. Molenda, M., 2003. In Search of the Elusive ADDIE Model. Performance Improvement, 42(5), pp.34–36. 110. Müller, B. C., Reise, C., & Seliger, G. (2015). Gamification in Factory Management Education – A Case Study with Lego Mindstorms. Procedia CIRP, Elsevier 26(0), 121–126 111. Nazeer, A., & Ghaziuddin, M. (2012). Autism Spectrum Disorders: Clinical Features And Diagnosis. Pediatric Clinics of North America, Elsevier. 59(1), 19-25. 112. Oei, A.C. & Patterson, M.D., 2013. Enhancing Cognition with Video Games: A Multiple Game Training Study. PLoS ONE, 8. 113. Ornitz, E. M., & Ritvo, E. R., 1968. Perceptual inconstancy in early infantile autism: The syndrome of early infant autism and its variants including certain cases of childhood schizophrenia. Archives of General Psychiatry, 18(1), 76-98. 114. O’Roak, B.J. et al., 2012. Sporadic Autism Exomes Reveal A Highly Interconnected Protein Network of De Novo Mutations. Nature, 485(7397), pp.246–250. 115. Parés, N. et al., 2006. Starting Research In Interaction Design With Visuals For Low-Functioning Children In The Autistic Spectrum: A Protocol. Cyberpsychology & Behavior : The Impact of the Internet, Multimedia and Virtual Reality on Behavior and Society, 9(2), pp.218–223. 116. Pares, N., Carreras, A., Durany, J., Ferrer, J., Freixa, P., Gomez, D., Kruglanski, O., Pares, R., Ribas, J., Soler, M., Sanjurjo, A., 2005. Promotion of Creative Activity in Children with Severe Autism Through Visuals in an Interactive Multisensory Environment. In Conference Interaction Design and Children. ACM, New York 117. Perko, S., & McLaughlin, T. F., 2002. Autism: Characteristics, Causes and Some Educational Interventions. International Journal of Special Education, 17(2), 59-68. 118. Piana, S., Stagliano, A., Camurri, A., Odone, F., 2013. A Set of Full-Body Movement Features for Emotion Recognition to Help Children affected by Autism Spectrum Condition. In International Workshop On Intelligent Digital Games For Empowerment And Inclusion (IDGEI) International Workshop. 119. Porayska-Pomsta, K., Anderson, K., Bernardini, S., Guldberg, K., Smith, T., Kossivaki, L., Hodgins, S., Lowe, I., 2013. Building an Intelligent, Authorable Serious Game for Autistic Children and Their Carers. In Reidsma, D., Katayose, H., Nijholt, A. (eds.) ACE 2013. LNCS, vol. 8253, pp. 456–475. Springer, Heidelberg. 120. Prensky, M, 2001. Digital Game-Based Learning. New-York: McGraw-Hill. 121. Rahman, M.M., Ferdous, S.M. & Ahmed, S.I., 2010. Increasing intelligibility in the speech of the autistic children by an interactive computer game. In Proceedings - 2010 IEEE International Symposium on Multimedia, ISM 2010. pp. 383–387. 122. Rao, Shaila, M. & Gagie, B., 2006. Learning Through Seeing and Doing : Visual Supports for Children With Autism. Teaching Exceptional Children, pp.26–33. 123. Ravindran, N. & Myers, B.J., 2012. Cultural Influences on Perceptions of Health, Illness, and Disability: A Review and Focus on Autism. Journal of Child and Family Studies, 21(2), pp.311–319. 124. Riesenhuber, M., 2004. An Action Video Game Modifies Visual Processing. Trends in Neurosciences, 27, pp.72–74. 125. Ritter, D. R., Ysseldyke, J. E., 1976. Convergent and Discriminant Validation of the Trait of Visual Figure-Ground Perception. Journal of Learning Disabilities, 9, pp. 61-67. 126. Ritvo, E.R. & Freeman, B.J., 1977. National society for autistic children definition of the syndrome of autism. Journal of Pediatric Psychology, 2(4), pp.146–148. 127. Ritvo, E. R., & Freeman, B. J., 1978. National Society for Autistic Children definition of autism. Journal of Autism and Developmental Disorders, 8, 162-167. 128. Rosset, A., 1987. Training Needs Assessment. Eaglewood Cliffs, NJ: Educational Technology Publications. 129. Rutter, M., 1978. Diagnosis and Definitions of Childhood Autism. Journal of Autism & Childhood Schizophrenia, 8(2), pp.139–161. 130. Saunders, M. N., Saunders, M., Lewis, P., & Thornhill, A., 2011. Research Methods For Business Students, 5th ed., India: Pearson Education. 131. Mohd. Sazali Khalid, Helmi Adly Mohd. Noor, 2012. Teaching and Learning Mathematics using CDiCL: Making Sense Through Computers Within Teamwork, 1st ed., Batu Pahat, Malaysia: Penerbit UTHM. 132. Schopler, E., & Reichler, R. J., 1979. Individualized Assessment And Treatment For Autistic And Developmentally Delayed Children. Volume I, Psychoeducational Profile. Baltimore: University Park Press. 133. Schopler, E. et al., 1980. Toward objective classification of childhood autism: Childhood Autism Rating Scale (CARS). Journal of Autism and Developmental Disorders, 10(1), pp.91–103. 134. Schreibman, L., & Lovaas, O. I. Overselective Response to Social Stimuli by Autistic Children. Journal of Abnormal Child Psychology, 1973, 1, 152-168. 135. Schuller, B., Marchi, E., Cohen, S., O’reilly, H., Pigat, D., Robinson, P., Daves, I., 2014. The State of Play of ASC-Inclusion: An Integrated Internet-Based Environment for Social Inclusion of Children with Autism Spectrum Conditions. In CORR, 1403. 136. Sekaran, U., 2003. Research Methods for Business: A Skill Building Approach. 5th Ed., United Kingdom: John Wiley & Sons Ltd. 137. Sharmin, M., Rahman, A., Ahmed, M., Rahman, M., Ferdous, S., 2011. Teaching Intelligible Speech to the Autistic Children by Interactive Computer Games. In Symposium on Applied Computing. New York: ACM. 138. Siegal, S., Castellan, 1988. Nonparametric Statistics for the Behavioral Sciences, 2nd ed., New York: McGraw Hill. 139. Sørensen, B.H. & Meyer, B., 2007. Serious Games In Language Learning And Teaching – A Theoretical Perspective. In Situated Play, Proceedings of DiGRA Conference, pp. 559–566. 140. Sørensen, B. H., & Meyer, B., 2007. Serious Games in Language Learning and Teaching–A Theoretical Perspective. Proceedings of the 3rd International Conference of the Digital Games Research Association, pp. 559-566. 141. Stone, R., 2008. Human Factors Guidelines for Interactive 3D and Games-Based Training Systems Design. Human Factors Integration Defence Technology Centre, 6(1), pp.1–86. 142. Todd, V. R., 1993. Visual Perception Frame of Refference: An Information Processing Approach. In P. Kramer & J. Hinojosa (Eds.), Frames of Refference for Pediatric Occupational Therapy, pp. 177-232. Baltimore: Williams & Wilkins. 143. Tsai, T.-W., Lin, M.-Y., 2011. An Application of Interactive Game for Facial Expression of the Autisms. In Chang, M., Hwang, W.-Y., Chen, M.-P., Müller, W. (eds.) Edutainment 2011. LNCS, vol. 6872, pp. 204–211. Springer, Heidelberg. 144. Tuckman, B. W., 1994. Conducting Educational Research, 4th Ed., Florida: Harcourt Brace & Co. 145. U.S. Department of Education, 2001. Twenty-third Annual Report to Congress on the Implementation of The Individuals with Disabilities Education Act. U.S. Government Printing Office: Washington, DC. 146. Wang, Q., Sourina, O. & Nguyen, M.K., 2010. EEG-based “Serious” Games Design for Medical Applications. In Proceedings International Conference on Cyberworlds 2010. pp. 270–276. 147. Warren, M., 1993. A Hierarchical Model for Evaluatin and Treatment of Visual Perceptual Dysfunction in Adult Acquired Brain Injury, Part 1. American Journal of Occupational Therapy, 47, 42-53. 148. West, G.L. et al., 2008. Visuospatial Experience Modulates Attentional Capture: Evidence from Action Video Game Players. Journal of vision, 8, pp.13.1–9. 149. Wing, L., 1978. Social, Behavioral And Cognitive Characteristics: An Epidemiological Approach. In M. Rutter & E. Schopler (Eds.), Autism: A reappraisal of concepts and treatment. New York: Plenum Press. 150. Witt, J. C., Elliott, S. N., Gresham, F. M., Kramer, J. J., 1988. Assessment of Special Children. Boston, MA: Scott Foresman. 151. Van Woerkom, 2010. Autism Spectrum Pages. [online] 152. Available at: http://www.astridvanwoerkom.com/en/autism/functioning.html. [Accessed on 2 February 2015] 153. Yan, F., 2011. A SUNNY DAY: Ann And Ron’s World an Ipad Application for Children with Autism. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). pp. 129–138. 154. Yan, F., 2011. A Sunny Day: Ann and Ron’s World an Ipad Application for Children With Autism. In Serious Games Development and Applications, pp. 129-138. Springer Berlin Heidelberg. 155. Zain, N. H. M., Jaafar, A., & Razak, F. H. A., 2012. SGameFlow framework: How to Experience Enjoyment in Serious Game (SG) for Motor Impaired Users (MIU). In International Conference on Computer & Information Science (ICCIS), Vol.2, pp. 1020-1024). IEEE. 156. Zakari, H. M., Ma, M., & Simmons, D., 2014. A Review of Serious Games for Children with Autism Spectrum Disorders (ASD). In Serious Games Development and Applications, pp. 93–106, Springer International Publishing. 157. Zancanaro, M., Giusti, L., Bauminger-Zviely, N., Eden, S., Gal, E., & Weiss, P. L., 2014. NoProblem! A Collaborative Interface for Teaching Conversation Skills to Children with High Functioning Autism Spectrum Disorder. In Playful User Interfaces, pp. 209-224, Springer Singapore. 158. Zicbermann, G. & Cunningham, C., 2011. Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps, O'Reilly Media, Inc. 159. Zyda, M., 2005. From visual simulation to virtual reality to games. Computer, 38(9).

Serious Games Model In Diagnosing Visual Perception Problem For Autistic Students

Similar Items