Enhancement of Teachers' Knowledge in Gamification for Improving Reading Skills in Students with Autism Spectrum Disorder

Agung Kurniawan; Kiky Martha Ariesaka; Editya Fukata; Andreas Budi Wijaya; Angelica Igsanti Putri; Ahmada Viosepta Prasetya; Athaayaa Nastiti Ulayya Devi

doi:10.17977/um031v10i22024p75-82

Enhancement of Teachers' Knowledge in Gamification for Improving Reading Skills in Students with Autism Spectrum Disorder

Agung Kurniawan, Kiky Martha Ariesaka, Editya Fukata, Andreas Budi Wijaya, Angelica Igsanti Putri, Ahmada Viosepta Prasetya, Athaayaa Nastiti Ulayya Devi

Abstract

Autism Spectrum Disorder (ASD) is a developmental disorder characterized by challenges with social interaction, communication, and repetitive behaviors. Students with ASD often struggle with reading skills due to deficits in language comprehension, attention, and social communication. Gamification, applying game-design elements in non-game contexts, has emerged as a promising approach to enhance learning for these students. This study aimed to develop and implement a gamification-based learning application to improve the reading skills of students with ASD in special schools. The initiative sought to empower teachers through comprehensive training and support, enabling them to effectively use gamified educational tools. The method followed the ADDIE model: Analysis involved a needs assessment; Design included creating a training program and evaluation instruments; Development involved creating training materials and preparing for pilot testing; Implementation included conducting the training for teacher and administering pre-tests and post-tests; Evaluation consisted of analyzing test data and feedback. The training session was conducted on July 17, 2024, at SLB Autis Lab UM. Paired t-test results showed a significant increase in mean scores from pre-test (78.67±11.87) to post-test (88.00±10.14), with a P-value of 0.014, indicating effective training. Participant feedback highlighted the gamification application’s appealing interface, ease of use, and positive impact on student motivation, participation, and reading skills. The gamification-based learning application effectively improves reading skills in students with ASD and enhances teachers’ knowledge and skills in using such tools. Ongoing support and professional development for educators are crucial for integrating innovative tools into teaching practices, fostering academic success and overall development for students with ASD.

Keywords

Autism Spectrum Disorder; Gamification; Reading Skills; Teacher Training; Special Education

Full Text:

PDF

References

Astuti, H. P., With Autism, ; P, & Suminar, D. R. (2022). The Experiences of Mother who Has Children with Autism Spectrum Disorder. Indonesian Journal of Early Childhood Education Studies, 11(2), 117–123. https://doi.org/10.15294/ijeces.v11i2.58495

Cook, A., & Ogden, J. (2022). Challenges, strategies and self-efficacy of teachers supporting autistic pupils in contrasting school settings: a qualitative study. European Journal of Special Needs Education, 37(3), 371–385. https://doi.org/10.1080/08856257.2021.1878659

Davidson, M. M., Kaushanskaya, M., & Ellis Weismer, S. (2018). Reading Comprehension in Children With and Without ASD: The Role of Word Reading, Oral Language, and Working Memory. Journal of Autism and Developmental Disorders, 48(10), 3524–3541. https://doi.org/10.1007/s10803-018-3617-7

Hassan, M. A., Habiba, U., Majeed, F., & Shoaib, M. (2021). Adaptive gamification in e-learning based on students’ learning styles. Interactive Learning Environments, 29(4), 545–565. https://doi.org/10.1080/10494820.2019.1588745

Hasugian, L. P., Sidik, R., Winanti, M. B., & ... (2024). Development of Learning Material using Gamification for Students with Autism Spectrum Disorder. Decode: Jurnal …, 4(2), 334–343. Retrieved from http://journal.umkendari.ac.id/index.php/decode/article/view/351%0Ahttps://journal.umkendari.ac.id/index.php/decode/article/download/351/225

Hellín, C. J., Calles-Esteban, F., Valledor, A., Gómez, J., Otón-Tortosa, S., & Tayebi, A. (2023). Enhancing Student Motivation and Engagement through a Gamified Learning Environment. Sustainability, 15(19), 14119. https://doi.org/10.3390/su151914119

Hodges, H., Fealko, C., & Soares, N. (2020). Autism spectrum disorder: definition, epidemiology, causes, and clinical evaluation. Translational Pediatrics, 9(S1), S55–S65. https://doi.org/10.21037/tp.2019.09.09

Honorato, N., Soltiyeva, A., Oliveira, W., Delabrida, S. E., Hamari, J., & Alimanova, M. (2024). Gameful strategies in the education of autistic children: a systematic literature review, scientometric analysis, and future research roadmap. Smart Learning Environments, 11(1), 25. https://doi.org/10.1186/s40561-024-00309-6

Lord, C., Elsabbagh, M., Baird, G., & Veenstra-Vanderweele, J. (2018). Autism spectrum disorder. The Lancet, 392(10146), 508–520. https://doi.org/10.1016/S0140-6736(18)31129-2

Maemonah, S., Hamidah, Notobroto, H. B., Sulystiono, D., & Widarti, L. (2021). Factors Affecting the Ability to Speak in Children with Autism Spectrum Disorders. Journal of Public Health Research, 10(2), jphr.2021.2236. https://doi.org/10.4081/jphr.2021.2236

Martí-Parreño, J., Seguí-Mas, D., & Seguí-Mas, E. (2016). Teachers’ Attitude towards and Actual Use of Gamification. Procedia - Social and Behavioral Sciences, 228, 682–688. https://doi.org/10.1016/j.sbspro.2016.07.104

Odom, S. L., Hall, L. J., Morin, K. L., Kraemer, B. R., Hume, K. A., McIntyre, N. S., … DaWalt, L. (2021). Educational Interventions for Children and Youth with Autism: A 40-Year Perspective. Journal of Autism and Developmental Disorders, 51(12), 4354–4369. https://doi.org/10.1007/s10803-021-04990-1

Ramos Aguiar, L. R., Álvarez Rodríguez, F. J., Madero Aguilar, J. R., Navarro Plascencia, V., Peña Mendoza, L. M., Quintero Valdez, J. R., … Lazcano Ortiz, L. E. (2023). Implementing Gamification for Blind and Autistic People with Tangible Interfaces, Extended Reality, and Universal Design for Learning: Two Case Studies. Applied Sciences, 13(5), 3159. https://doi.org/10.3390/app13053159

Safatian, F. (2023). Exploring the Effectiveness of Gamification in Mobile Language Learning Applications: A Mixed-Methods Study. Education and Linguistics Research, 9(2), 29. https://doi.org/10.5296/elr.v9i2.21425

Sari, N. P., Luijk, M. P. C. M., Jansen, P. W., Prinzie, P., & van IJzendoorn, M. (2023). Academic achievement of children with autistic symptoms compared to typically developing children. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-023-00758-6

Schaeffer, J., Abd El-Raziq, M., Castroviejo, E., Durrleman, S., Ferré, S., Grama, I., … Tuller, L. (2023). Language in autism: domains, profiles and co-occurring conditions. Journal of Neural Transmission, 130(3), 433–457. https://doi.org/10.1007/s00702-023-02592-y

Silva, L., Isotani, S., Toda, A., Elias, N., Ribeiro Silva, L., Maciel Toda, A., … Elias, N. C. (2023). Effects of a Collaborative Gamiication on Learning and Engagement of Children with Autism Effects of a Collaborative Gamification on Learning and Engagement of Children with Autism. 0–36.

Smiderle, R., Rigo, S. J., Marques, L. B., Peçanha de Miranda Coelho, J. A., & Jaques, P. A. (2020). The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(1), 3. https://doi.org/10.1186/s40561-019-0098-x

Theodorio, A. O. (2024). Examining the support required by educators for successful technology integration in teacher professional development program. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2023.2298607

Tuna, A. (2023). Gamification as an Assistive Tool for Children With Autism Spectrum Disorder. https://doi.org/10.4018/978-1-6684-8504-0.ch007

Vale, A. P., Fernandes, C., & Cardoso, S. (2022). Word reading skills in autism spectrum disorder: A systematic review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.930275

Wiklund, M. (2016). Interactional challenges in conversations with autistic preadolescents: The role of prosody and non-verbal communication in other-initiated repairs. Journal of Pragmatics, 94, 76–97. https://doi.org/10.1016/j.pragma.2016.01.008

DOI: http://dx.doi.org/10.17977/um031v10i22024p75-82