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AutismAR Discovery: Evaluation of an Augmented Reality Application to Support the Learning of Children With Autism Spectrum Disorder in Panama
Abstract
AutismAR Discovery focuses on the pre-development and validation of an augmented reality application aimed at supporting the education of children with autism spectrum disorder (ASD). This study utilized a prototype storyboard evaluation and the AttrakDiff survey with a sample of students studying special education at the university from a Panamanian university and experts in psychology, social work, and computer science. The study results demonstrate the importance of assistive technology in improving the quality of life for individuals with cognitive disabilities and promoting educational inclusion. The study found that immersive and proactive educational environments are significant for children with ASD, and that the use of augmented reality technology can enhance their learning experience. The findings of this study support the use of assistive technology to enhance the education of children with ASD. Therefore, future work is planned to conduct additional testing with a more diverse sample and to implement improvements based on the findings of this study to further enhance the application and its impact on the community.
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Intangible cultural heritage (ICH) represents living cultural expressions and practices that are part of the heritage of a community, and their preservation and transmission are considered highly important. Various methods and tools have been applied so far for the digitization and dissemination of ICH content including a wide range of technologies. Mobile augmented reality is a promising solution along this path that enables the overlap of digital and real-world information in an engaging and efficient manner. Despite the widespread use of AR in cultural heritage, there are not many studies regarding the user experience, the learning outcomes, and the way in which users observe and interact with the virtual content. This paper presents a mobile augmented reality installation that re-enacts the stages of leather tanning process, adopting a novel approach that augments 3D content upon a physical scale model of an old tannery. This approach pursues to transmit the cultural value of traditional craftmanship to visitors of the building and associate its architectural elements to its history and use. A user evaluation was conducted aiming to measure the users’ engagement, learning, and experience using the installation. The encouraging results led to a follow-up study about the impact of the physical scale model on the experience. Two variations of the experience have been studied, one with a physical scale model and one with a digital-only version in a between-subject design. The results of the two studies provide evidence that the proposed approach generated a positive user experience and evident learning gain and was considered easy to use, highlighting its potential to be widely adopted in buildings with architectural value.
Background. Standardized questionnaires are well-known, reliable, and inexpensive instruments to evaluate user experience (UX). Although the structure, content, and application procedure of the three most recognized questionnaires (AttrakDiff, UEQ, and meCUE) are known, there is no systematic literature review (SLR) that classifies how these questionnaires have been used in primary studies reported academically. is SLR seeks to answer five research questions (RQs), starting with identifying the uses of each questionnaire over the years and by geographic region (RQ1) and the median number of participants per study (how many participants is considered enough when evaluating UX?) (RQ2). is work also aims to establish whether these questionnaires are combined with other evaluation instruments and with which complementary instruments are they used more frequently (RQ3). In addition, this review intends to determine how the three questionnaires have been applied in the fields of ubiquitous computing and ambient intelligence (RQ4) and also in studies that incorporate nontraditional interfaces, such as haptic, gesture, or speech interfaces, to name a few (RQ5). Methods. A systematic literature review was conducted starting from 946 studies retrieved from four digital databases. e main inclusion criteria being the study describes a primary study reported academically, where the standardized questionnaire is used as a UX evaluation instrument in its original and complete form. In the first phase, 189 studies were discarded by screening the title, abstract, and keyword list. In the second phase, 757 studies were full-text reviewed, and 209 were discarded due to the inclusion/exclusion criteria. e 548 resulting studies were analyzed in detail. Results. AttrakDiff is the questionnaire that counts the most uses since 2006, when the first studies appeared. However, since 2017, UEQ has far surpassed AttrakDiff in uses per year. e contribution of meCUE is still minimal. Europe is the region with the most extended use, followed by Asia. Within Europe, Germany greatly exceeds the rest of countries (RQ1). e median number of participants per study is 20, considering the aggregated data from the three questionnaires. However, this median rises to 30 participants in journal studies while it stays in 20 in conference studies (RQ2). Almost 4 in 10 studies apply the questionnaire as the only evaluation instrument. e remaining studies used between one and five complementary instruments, among which the System Usability Scale (SUS) stands out (RQ3). About 1 in 4 studies analyzed belong to ubiquitous computing and ambient intelligence fields, in which UEQ increases the percentage of uses when compared to its general percentage, particularly in topics such as IoT and wearable interfaces. However, AttrakDiff remains the predominant questionnaire for studies in smart cities and homes and in-vehicle information systems (RQ4). Around 1 in 3 studies include nontraditional interfaces, being virtual reality and gesture interfaces the most numerous. Percentages of UEQ and meCUE uses in these studies are higher than their respective global percentages, particularly in studies using virtual reality and eye tracking interfaces. AttrakDiff maintains its overall percentage in studies with tangible and gesture interfaces and exceeds it in studies with nontraditional visual interfaces, such as displays in windshields or motorcycle helmets (RQ5).
Las relaciones que se establecen entre colectivos humanos y vegetales ha sido un aspecto poco explorado por la etnografía del área istmo-colombiana. En este artículo, a partir de una experiencia etnográfica de más de veinte años entre los gunas de Panamá, se analizan los modos de relación entre humanos, árboles y seres subjetivizados que provienen de éstos últimos, los llamados nudsugana: tallas antropomorfas y zoomorfas de madera que albergan vida. Después de explicitar que el caso de estudio será analizado desde una perspectiva ontológica, se describen tres elementos: a) el lugar que ocupan los árboles en la creación del mundo guna, b) su función en los procesos de curación y c) la co-residencia de los nudsugana. En las conclusiones se analizan las relaciones de interdependencia entre humanos y árboles, mostrando que sus vidas, a pesar de estar entrelazadas, obedecen a lógicas de sujeción y se enmarcan en una simbiosis jerárquica.
span style="font-size: 10pt; font-family: 'Times New Roman', serif;">Rapidly developing technology in the 21st century brings significant change to youth education. The paradigm shift requires a change to comply to the model of technological knowledge century, including in sports. People with visual-impairment experiences movement limitations in their environment. Limited visual affects their daily activity. The 100-meter dash is one of the races performed by athletes with visually-impairment. Thus, the development of a detector vibrating watch model which can give signals or alarm when performing race in the track without an assistant is needed. The use of detector vibrating watch could help visually-impaired athletes to directly determine their position and when would they arrive to finish line. This conditioning could minimalize the crash between athletes because each athlete could finish in their respective supposed track. Thus, visually-impaired athletes could achieve their maximum time according to their ability without hindrance during the dash. However, the development of detector vibrating watch had not yet being used as assisting product in the specialized 100-meter dash for the visually-impaired. Appropriateness of this detector vibrating watch model for track dash required thinking from athletic sport, special education, and electrical engineering experts via focus group discussion. The result of expert development showed that the detector watch model was initiated from the 100-meter dash for people with visual-impairment.</span
Technology-based interventions provide an attractive option for improving service provision for neurodevelopmental disorders (NDD), for example, widening access to interventions, objective assessment, and monitoring; however, it is unclear whether there is sufficient evidence to support their use in clinical settings. This review provides an evidence map describing how technology is implemented in the assessment/diagnosis and monitoring/ treatment of NDD (Prospero < >). Using predefined search terms in six databases, 7982 articles were identified, 808 full-texts were screened, resulting in 47 included papers. These studies were appraised and synthesised according to the following outcomes of interest: effectiveness (clinical effectiveness/ service delivery efficiencies), economic impact, and user impact (acceptability/ feasibility). The findings describe how technology is currently being utilised clinically, highlights gaps in knowledge, and discusses future research needs. Technology has been used to facilitate assessment and treatment across multiple NDD, especially Autism Spectrum (ASD) and attention-deficit/hyperactivity (ADHD) disorders. Technologies include mobile apps/tablets, robots, gaming, computerised tests, videos, and virtual reality. The outcomes presented largely focus on the clinical effectiveness of the technology, with approximately half the papers demonstrating some degree of effectiveness, however, the methodological quality of many studies is limited. Further research should focus on randomised controlled trial designs with longer follow-up periods, incorporating an economic evaluation, as well as qualitative studies including process evaluations and user impact.
In this paper, we outline the notion of constructionism and how it might be put into practice through the design of “microworlds”, insulated and accessible islands of activity in which nuggets of relevant knowledge are encountered through specially designed tools, sequences of activities with suitably oriented pedagogies. In the second part of the paper, we describe the design, implementation and evaluation of a constructionist intervention, Scratch-Maths, introduced in England where computing is compulsory throughout schooling (from 5 to 16 years). This case study highlights the tension between the fidelity of implementation of an innovation and its adaptation by teachers, especially the context of mathematics, which is high stakes for both teachers and learners.
La era de los teléfonos móviles inteligentes cumple una década de madurez y las instituciones educativas parecen no asimilar los cambios que impone la sociedad digital. La necesidad de articular métodos de tutorización con ayuda de tecnología popular no es nueva, sino que es un agregado a barreras precedentes con tecnologías como Internet o las redes sociales. En este contexto, el ciberacoso representa una de las principales razones del desajuste con el cual profesores y dirigentes lidian para armonizar el uso de dispositivos móviles en los centros educativos. Este artículo explora desde los ojos de 135 profesores (M=32) qué uso se hace del móvil con fines educativos, su predisposición a utilizar móviles propios y redes sociales como herramienta de tutorización, qué peligros y ventajas se identifican de su uso, qué regulación existe actualmente en los centros educativos, y qué edad consideran apropiada para entregar un móvil con Internet a un niño/adolescente. Los resultados de este trabajo dan evidencia de los riesgos de la precocidad en el uso de dispositivos móviles, y se sugieren claves para facilitar la tutorización con ayuda de dispositivos móviles. Este trabajo ofrece una base de conocimiento relevante a futuras iniciativas de establecer usos apropiados del móvil desde la perspectiva docente en España.
ADHD and autism, also called Autism Spectrum Disorder (ASD), according to the DSM-5, are both two of the most common neurodevelopmental disorders in childhood although they can continue into adolescence. ADHD is characterized by inattention, hyperactivity and impulsivity and Autism by problems with social interactions and stereotyped (repetitive or ritualistic) behaviors. Many studies have proved that the two conditions can occur together and furthermore, that children with ADHD and or autism disorder can have or develop a co-morbid psychiatric disorder. In this paper we review research on the presentation of these two behavioral and emotional disorders as ADHD and Autism ,their common symptoms and characteristics as well as the significant and major contribution of ICT’s who shows magnificent promise to improve the quality of life for children with ADHD and ASD.
Individuals with autism require systematic assistance while dealing with the surrounding environment and its objects. The project aim is to develop a framework that could be of substantial help to people with autism and cognitive disorders. The framework is based on common mobile devices and freely available Augmented Reality (AR) applications. The Augmented Reality used in our approach is marker-based AR that employs a camera and a visual marker to trigger and present media content on the mobile device’s screen. The developed framework allows parents and teachers to easily create educational augmented environments for children with autism and cognitive disorders by populating a real-world space with visual markers of favorite cartoonish helpers that can evoke helpful AR content and embed it in the real-world environment. The paper analyzes and discusses the use of the proposed framework from conceptual and technological points of view.
Computer programming can help children develop problem solving and analytical skills. Thus, many countries have included computer science in the curriculum of primary school. Given differences in culture, available infrastructures, as well as the age pupils are introduced to computer science, forming a computer science curriculum still remains a challenge. Towards this end, this study focuses on ex-ploring the potential merits of introducing concurrent programming concepts ear-ly in the learning process. The basic premise is that although concurrent pro-gramming at its full details is a rather advanced topic even at university level, it is everyday practice to perform two or more tasks simultaneously that might need (or not) some sort of synchronization. Therefore, the tutor can capitalize on eve-ryday experience to explain basic concepts on concurrency. Such correlation be-tween life experience and concurrent programming challenges may expand the cognitive functions of the pupils and provide them with further background to improve analytical thinking. The proposed curriculum for fifth and sixth grade primary school was adopted in seven classes in Greece. Results indicate that un-initiated to programming pupils at the age of ten (fifth grade) were able to com-prehend basic concurrency topics, while pupils at the age of eleven (sixth grade) with some programming familiarity were able to understand more advanced concepts.
This pilot study explores the feasibility of using the KIBO Robot as an engaging platform to positively impact social and emotional development in children with ASD. KIBO is a programmable toy robot originally designed to teach coding and sequencing to neuro-typical children between 4 and 7 years of age. To assess its use in children with severe ASD, twelve participants were introduced to KIBO and engaged in a variety of activities with the robot over four consecutive days. Their interactions were observed on site by raters and simultaneously videotaped for later analysis. We performed a detailed quantitative and qualitative analysis in two subjects who completed six or more of the eight planned KIBO play sessions. We observed that most of the participants showed sustained interest in the KIBO robot and increased the frequency of their interactions with adults across play sessions. Although the participants demonstrated only a limited understanding of programming principles during the study, they managed to manipulate the KIBO appropriately, engaged socially with the adults in the room and interacted positively with the robot during individual play. The findings suggest that the KIBO robot warrants further study as an engaging educational platform for children with ASD.
Achieving sustainable development has been hampered by trade-offs in favour of economic growth over social well-being and ecological viability, which may also affect the sustainable development goals (SDGs) adopted by the member states of the United Nations. In contrast, the concept of inclusive development emphasizes the social, ecological and political dimensions of development. In this context, this paper addresses the question: What does inclusive development mean and to what extent is it taken into account in the framing of the SDGs? It presents inclusive development as having three key dimensions (social, ecological, and relational inclusiveness) with five principles each. This is applied to the 17 SDGs and their targets. The paper concludes that while the text on the SDGs fares quite well on social inclusiveness, it fares less well in respect to ecological and relational inclusiveness. This implies that there is a risk that implementation processes also focus more on social inclusiveness rather than on ecological and relational inclusiveness. Moreover, in order to de facto achieve social inclusiveness in the Anthropocene, it is critical that the latter two are given equal weight in the actual implementation process.
Background:
Wellness is a promising area of research in multiple sclerosis (MS); however, considerable questions remain regarding the efficacy of behavioral interventions to improve wellness and which delivery methods yield favorable results.
Objective:
To evaluate the efficacy of a wellness intervention consisting of diet, stress reduction techniques, sleep hygiene, and exercise, delivered via a 7-week web-based program with no tailored intervention support (e.g., counseling or resources) from the study team, on quality of life (QoL) and fatigue among people with MS.
Methods:
Individuals (n = 100) with self-reported physician's diagnosis of relapsing-remitting MS or clinically isolated syndrome were recruited to enroll in this randomized waitlist-control trial consisting of three timepoints at 0, 12, and 24 weeks. Participants were randomized to begin the intervention at baseline (INT; n = 51) or to a waitlist to begin the intervention after the 12-week timepoint (WLC; n = 49), and both groups were followed for 24 weeks.
Results:
At 12-weeks, 95 participants (46 INT and 49 WLC) completed the primary endpoint and 86 (42 INT and 44 WLC) completed the 24-week follow-up. Compared to baseline, the INT group had a significant increase in physical QoL (5.43 ± 1.85; P = 0.003) at 12-weeks which was maintained at 24-weeks. Physical QoL values in the WLC group did not significantly increase between weeks 12 and 24 (3.24 ± 2.03; P = 0.11); however, physical QoL values significantly improved compared to week 0 values (4.00 ± 1.87; P = 0.033). Neither group had significant changes in mental QoL. The INT group had a mean baseline to 12-week change of ‑5.06 ± 1.79 (P = 0.005) for MFIS and -0.68 ± 0.21 (P = 0.002) for FSS, both of which were maintained at 24-weeks. The 12- to 24-week changes for the WLC group were -4.50 ± 1.81 (P = 0.013) for MFIS and -0.44 ± 0.17 (P = 0.011) for FSS. At 12-weeks, the INT group had significantly greater reductions in fatigue compared to the WLC (P = 0.009 for both MFIS and FSS). There were no between-group mean differences for physical or mental QoL, but a significantly higher proportion of participants had clinically significant improvement in physical QoL in the INT group (50%) compared to the WLC group (22.5%) at 12-weeks (P = 0.006). The 12-week intervention effect was similar during the active intervention phase (i.e., baseline to 12 weeks for INT and 12 to 24 weeks for WLC) in each group. Course completion rates significantly differed between groups with 47.9% of the INT group and 18.8% of the WLC group completing the course (P = 0.01).
Conclusion:
A wellness intervention delivered via a web-based program, without tailored support, resulted in significant improvements in fatigue compared to control.
Trial registration:
Clinicaltrials.gov Identifier: NCT05057676.
Scientific and technological advances have brought about changes in society, making it possible to obtain data and manage large volumes of information with the simple movement of a finger or with a few clicks on our computer. The processes for acquisition of documents, such as education, especially the integration and intellectual development of children and young people with disabilities or neurological disorders, are not exempt from them, such as Autism Spectrum Disorder (ASD). Those who, supported by technologies such as Augmented Reality (AR), greatly improve their neurocognitive situation, being able to interact and relate openly with the real and digital world. Based on this, the following proposal will cover the study of the problem, from which it is desired to provide an augmented reality environment using mobile devices for marker processing, where children with ASD can interact and consolidate a more dynamic learning of science.
This paper analyzes the effective accuracy for close-range operations for the first and the second generation of Microsoft HoloLens in combination with Vuforia Image Targets in a black-box approach. The implementation of Augmented Reality (AR) on optical see-through (OST), head-mounted devices (HMDs) has been proven viable for a variety of tasks, such as assembly, maintenance, or educational purposes. For most of these applications, minor localization errors are tolerated since no accurate alignment between the artificial and the real parts is required. For other potential applications, these accuracy errors represent a major obstacle. The “realistically achievable” accuracy remains largely unknown for close-range usages (e.g. within “arms-reach” of a user) for both generations of Microsoft HoloLens.
Thus, the authors developed a method to benchmark and compare the applicability of these devices for tasks that demand a higher accuracy like composite manufacturing or medical surgery assistance. Furthermore, the method can be used for a broad variety of devices, establishing a platform for bench-marking and comparing these and future devices. This paper analyzes the performance of test users, which were asked to pinpoint the perceived location of holographic cones. The image recognition software package “Vuforia” was used to determine the spatial transform of the predefined ImageTarget. By comparing the user-markings with the algorithmic locations, a mean deviation of 2.59 ±1.79 [mm] (HL 1) and 1.11 ±0.98 [mm] (HL2) has been found, which means that the mean accuracy improved by 57.1% and precision by 45.4%. The highest mean accuracy of a single test user has been measured with 0.47 ±1.683 [mm] (HL 1)
and 0.085 ± 0.567 [mm] (HL 2).
Background:
The devastating effects of dementia extend to the health and well-being of informal dementia caregivers. The physical and mental requirements of serving as a dementia caregiver is evidenced in the negative health effects that this population experiences. There is a present need for effective interventions to improve health and quality of life in informal dementia caregivers.
Objective:
To investigate the health and well-being related outcomes following mHealth use in dementia caregiver and care recipient populations.
Methods:
A scoping review was undertaken to investigate mHealth use in dementia caregivers. Searches spanning 4 databases yielded 172 articles. Following screening procedures, 12 articles were included for data extraction.
Results:
Articles were organized into three major themes: social and indirect support, health education, and technology-supported monitoring. Social and indirect support apps may be valuable for caregiver stress relief, confidence, and fatigue. Health education apps were found to 1) assist with the organization of user's health information, and 2) impact depressive symptoms. Monitoring apps provided caregivers with methods of observing both physical and emotional well-being.
Conclusion:
Currently, the limited evidence on the usability and usefulness of mHealth within dementia caregiver populations indicates that mHealth holds promise as an intervention platform and warrants continued investigation.
Background
Individuals with autism often struggle to establish and maintain positive relationships with peers and adults due to communication and social difficulties. Reviews of the research literature on social skills curricula suggest these approaches may be less than effective and often fail to promote generalization of acquired skills. Advances in the availability and adaptability of live animation and digital avatars could provide interventionists a tool to maximize engagement during instruction and program for generalization. The purpose of this study was to examine the effects of an avatar-based social skills intervention on participants’ social initiations in a clinical setting and with same-age peers.
Method
The research team used a nonconcurrent multiple baseline design to evaluate the effects of instruction from an avatar on students' social skills. Systematic direct observation and the Social Skills Improvement System were used to evaluate the effects of an avatar delivered social skills lesson. Social validity was measured from the perspective of both participants and their parents.
Results
Following instruction from an avatar, participants’ percentage of independent steps completed in the skill “starting a conversation” increased to consistently above 80 %, or above typical mastery levels. Participants’ conversation skills generalized to interactions with same-age peers. Finally, parents reported small positive gains in social skills, and participants indicated the intervention was socially valid.
Conclusions
The findings from this study support the use of technology-aided interventions and instruction, specifically the use of live animation avatars. Future studies could extend use of this technology beyond the relatively simple, yet effective, application described here.
Autism spectrum disorders (ASD) are characterized by a reduced ability to appropriately express social greetings. Studies have indicated that individuals with ASD might not recognize the crucial nonverbal cues that usually aid social interaction. Social reciprocity depends on the ability to empathize with others, to be aware of emotional and interpersonal cues, and to respond appropriately; it requires joint attention and nonverbal social skills. Fortunately, there is evidence-based research which shows that augmented reality (AR) attracts the attention of children with ASD and allows them to focus on social cues. AR has also been proved effective for teaching social skills. However, there is a lack of appropriate instructional scaffolds in AR applications to help students organize learning materials. Therefore, in this study, we use AR combined with concept map (CM) strategy as a training tool to focus on the standard nonverbal social cues to teach children with ASD how to appropriately reciprocate when they greet others. The learner can integrate the AR with CM strategy to visually conceptualize the social scenarios in a tabletop role-play training platform. Single-subject research with a multiple-baselines across-subject design was used in this study. Our results showed substantial increases in the children’s target responses during the intervention phases compared with the baseline phases. Generalization probes were administered during baseline (4–8 sessions for 0.5–1 month), intervention (10 sessions for 1.2 months), and maintenance phases (4–8 sessions for 0.5–1 month) to assess the generalization and maintenance of learned skills. The three-phase test data suggest that the AR with CM intervention was moderately effective in teaching the target greeting responses to children with ASD. The practical and developmental implications of the findings are discussed.
The 17 Sustainable Development Goals (SDGs) of the United Nations present a novel approach to global governance where goal-setting features as a key strategy. ‘Governance through goals’, as exemplified by the SDGs, is new and unique for a number of characteristics such as the inclusive goal-setting process, the non-binding nature of the goals, the reliance on weak institutional arrangements, and the extensive leeway that states enjoy. While the SDGs hold a great potential, their collective success will depend on a number of institutional factors such as the extent to which states formalize their commitments, strengthen related global governance arrangements, translate the global ambitions into national contexts, integrate sectoral policies, and maintain flexibility in governance mechanisms. Research communities also have an important role to play, especially with regard to measuring genuine progress, aligning the goals with existing governance arrangements, and integrating the economic, social, and environmental dimensions.
In this paper, we propose a non-invasive way to measure the level of anxiety and stress of participants in the Autism Spectrum Disorders without using wearable devices. This measurement is done through a robot companion, which will log children behavior during children's social skills training sessions based on building LEGO Robotics. All this data can be uploaded to a cloud system for future comparison and research. The work presented is the validation of the technology proposed and the session's layout.
This book provides guidelines for practicing design science in the fields of information systems and software engineering research. A design process usually iterates over two activities: first designing an artifact that improves something for stakeholders and subsequently empirically investigating the performance of that artifact in its context. This validation in context is a key feature of the book - since an artifact is designed for a context, it should also be validated in this context.
The Kuna Indians of Panama have become identified with the mola blouses worn by Kuna women. The impact of colonization and the subsequent transculturation gave the Kuna access to the materials needed to sew molas which were subsequently used as a signifier of political resistance. Beginning in 1919, the Panamanian government instituted policies that amounted to ethnocide, in an attempt to destroy Kuna culture, including progressively prohibiting components of Kuna women’s dress. The Kuna Revolution in 1925 resulted from resistance by the Kuna people to the Panamanian government edicts to adopt Western style clothing and other customs and led to the granting of an autonomous Kuna territory. This paper explores the impact of the Kuna Revolution on the wearing of the mola blouse and on its design.
What is the difference between Piaget's constructivism and Papert's "constructionism"? Beyond the mere play on the words, I think the distinction holds, and that integrating both views can enrich our understanding of how people learn and grow. Piaget's constructivism offers a window into what children are interested in, and able to achieve, at different stages of their development. The theory describes how children's ways of doing and thinking evolve over time, and under which circumstance children are more likely to let go of—or hold onto— their currently held views. Piaget suggests that children have very good reasons not to abandon their worldviews just because someone else, be it an expert, tells them they're wrong. Papert's constructionism, in contrast, focuses more on the art of learning, or 'learning to learn', and on the significance of making things in learning. Papert is interested in how learners engage in a conversation with (their own or other people's) artifacts, and how these conversations boost self-directed learning, and ultimately facilitate the construction of new knowledge. He stresses the importance of tools, media, and context in human development. Integrating both perspectives illuminates the processes by which individuals come to make sense of their experience, gradually optimizing their interactions with the world
Por la Cual se Establecen Políticas Públicas Para la Atención e Inclusión de las Personas con Trastornos del Espectro Autista y Condiciones del Neurodesarrollo Similares, y se Dictan Otras Disposiciones. Panama: Asamblea Nacional de la República de Panamá
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- J D Vásquez
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se Establecen Políticas Públicas Para la Atención e Inclusión de las
Personas con Trastornos del Espectro Autista y Condiciones del Neurodesarrollo Similares, y se Dictan Otras Disposiciones. Panama: Asamblea Nacional de la República de Panamá, 2023. [Online]. Available:
https://espaciocivico.org/sites/default/files/proyectos-ley/2023_A_163
Casos De Autismo Aumentan En Panam,durante El Presente
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M. Aurelio. (2019). Casos De Autismo Aumentan En Panam,durante
El Presente. Accessed: Mar. 31, 2024. [Online]. Available:
https://bit.ly/43LYPbX
Effectiveness of avatar-delivered instruction on social initiations by children with autism spectrum disorder
- C T Charlton
C. T. Charlton et al., "Effectiveness of avatar-delivered instruction
on social initiations by children with autism spectrum disorder," Res.
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Concepción Patiño received the degree in systems and information engineering from the Technological University of Panama, Panama, in 2020, where he is currently pursuing the master's degree in mobile computing. He is actively engaged in research focusing on mobile computing
- H Dimas
Dimas H. Concepción Patiño received the degree in systems and information
engineering from the Technological University of Panama, Panama, in 2020,
where he is currently pursuing the master's degree in mobile computing. He is
actively engaged in research focusing on mobile computing, augmented reality
(AR), e-learning, assistive technologies, and artificial intelligence.
She is currently a Research Professor at the Technological University of Panama
- Lilia Muñoz
Lilia Muñoz (Member, IEEE) received the Ph.D. degree in computer science
applications from the University of Alicante, Spain, in 2010. She is currently
a Research Professor at the Technological University of Panama, specializing
in educational informatics, the Internet of Things, and electronic health.