Otsimo is an educational game application developed for children with Autistic Spectrum Disorder (ASD) or learning difficulties. Children with autism are intended to be taught the basic knowledge through assistive games designed under the guidance of child psychologists and educators to providing them homeschool education.
Learning games are developed with the Applied Behavior Analysis Technique (ABA) to helping children who have learning disorders and focusing problems. The application consists of two separate platforms dedicated to children with autism to and their families. The Child section is separated from the Family section, therefore an uninterrupted education is provided.
Otsimo Child includes educational games that appear in a certain order according to the age and educational status of the child. The educational program, which is shaped individually by the artificial intelligence used, adapts to child's mental development. To not distracting the child, Otsimo Child does not contain any advertisements or purchase options. Otsimo Family is the platform where families can review their child's progress reports and configure your training settings. Through Otsimo Family, families can control Otsimo Child remotely and have full access to child's education.
Ceymi Doenyas, Emre Şimdi, Ezgi Çaǧla Özcan, Zehra Çataltepe, Binyamin Birkan, Autism and tablet computers in Turkey: Teaching picture sequencing skills via a web-based iPad application, In International Journal of Child-Computer Interaction, Volume 2, Issue 1, 2014, Pages 60-71, ISSN 2212-8689, https://doi.org/10.1016/j.ijcci.2014.04.002.
We conducted the first study on Turkish children with autism and tablet computers, with a web-based iPad application designed especially for them. We performed a pilot study on three Turkish boys of different ages with autism to observe their reactions to the tablet application and its effectiveness in teaching the sequencing skill, which is part of their educational curriculum. Our application had a testing session with no prompts or rewards and a teaching session with prompts, rewards, and demonstration of correct responses. First, our participants played the testing session to determine their baseline sequencing abilities. Next, they played the teaching session. Finally, they played the testing session again to see if they were now able to sequence the cards on their own. Through this application, the 11-year-old boy’s sequencing skills improved without external help, via only the prompts and reinforcements of the iPad application. The application was not enough to teach sequencing to the 4-year-old, who required external help, and it was too simple for the 15-year-old, who did not use any prompts and quickly became bored. Based on our findings, we discuss how to improve similar sequencing applications and offer suggestions for designing iPad applications for individuals with autism.
Keywords: Autism; Turkey; ASD; ABA; iPad; HTML5