Game-Based Learning to Enhance the Reading Ability of Children With Autism or Other Learning Difficulties

Introduction

Information and Communication Technologies (ICTs) are considered as a means to bridge the gap between different groups of people, such as people with special educational needs. Recent research has argued that ICTs and assistive technologies are offering new opportunities, especially to people with special educational needs (“ICTs and Assistive Technology in Education: Paving the Way for the Integration and Inclusion of People with Disabilities | Telecentre”, 2020; Williams, Jamali & Nicholas, 2006). Most studies agree that the use of ICTs can provide people with disabilities equal opportunities in learning, facilitate their daily lives, maximize their independence and promote self-protection (ITU, 2013). The integration of ICT in special education deals with a variety of issues such as assistive technology, web applications, assistive communication systems, etc. (Koumpouros & Kafazis, 2019). Although the use of ICTs has been recognized for at least three decades, a growth of educational programs to support children with special educational and communication needs, exploiting new technologies, are emerging the last years (Light, McNaughton & Caron, 2019). Game-based learning (GBL) is one of the innovations based on modern learning theories and pedagogical principles and characterized as a reliable and effective tool of the educational process. Its use is increasing and is the subject of growing research interest (“The Importance of Game-Based Learning in Modern Education”, 2020).

Children with autistic spectrum disorder (ASD) comprise an exceptional group with much individuality. The term autism comes from the Greek word “self” which is interpreted as the introspection of the child into himself. Autism is a pervasive neurodevelopmental disorder of the brain. It is one of the most severe developmental disorders and is considered a syndrome. Wolfe & Neisworth define autism as a developmental disorder that is characterized by difficulty in communication and social relations, but also by the occurrence of atypical behaviors, such as abnormal responses to sensation, routines and similarities, and repetition movements (Wolfe & Neisworth, 2005). Autism is included in the category of pervasive developmental disorders, including Asperger's syndrome, Rett's disorder, childhood disorganization disorder, and non-specific generalized disorder. It affects all areas of a person's interaction with his/her environment and results in failure of the socialization process. It appears at all levels of the intelligence index but is accompanied by generalized learning difficulties. As for their social relationships, they face problems, and they avoid eye contact with others. Most of the times, they want to be isolated. Additionally, they have unusual sensory interests. As far as communication is concerned, the use of pictures has been proved very effective to this population and is one of the basic approaches for many years now (Aarons & Gittens, 2002; Iacono, Trembath & Erickson, 2016).

The education of children with autism must take into account their individualities and the learning difficulties they may face, such as communication difficulties, to improve the educational process. As already mentioned, children with ASD suffer a wide range of learning difficulties that may differ from child to child. Several methodologies have been proposed in the past to satisfy the needs of persons with learning difficulties. For example, Makaton was designed in 1972 by Margaret Walker Speech therapist in response to the needs of deaf adults with severe learning disabilities (Walker, 1973; Cornforth, Johnson & Walker, 2009). That method provides a means of communication and helps children with a wide range of developmental difficulties in communication. Andrew Bondy and Lori Frost developed the Picture Exchange and Communication System (PECS) method as an alternative communication intervention designed for children with autism (Bondy & Frost, 2001). It is a communication system through the exchange of images or symbols so that children who cannot speak can express their needs. TEACCH was founded in 1971 by psychiatrist Eric Schopler and is a structured educational program designed specifically for children with autism (Mesibov et al., 2004). It is based on behavioral therapy using the material to help children with autism perceive and train new knowledge and become autonomous.