Technological Research Center, University of Mogi das Cruzes, Mogi das Cruzes, SP, Brazil.
Nove de Julho University (UNINOVE), São Paulo, SP, Brazil.
Sci Rep. 2020 Feb 21;10(1):3144. doi: 10.1038/s41598-020-60014-5.
A child with Down syndrome, like any other child, may benefit from interacting with memory stimuli, but needs additional support and help. The use of special teaching methods, which add playfulness and use of the computer, can enhance the memory processes of these children. In this work, we present the virtual environment "Nossa Vida (Our Life)", which was developed to assist children with Down syndrome to memorize action sequences of their daily routine. A daily routine memorization test (DRMT), consisting of a weekly reminder of typical daily routines completed by the children and parents, was performed before (pre-test) and after (post-test) the intervention. The work involved a multidisciplinary team and assessed the effectiveness of the test performed by 30 children with Down syndrome from APAE, a special education school for children with intellectual disabilities in São Paulo, Brazil. The children were separated into two groups (Experimental - GE and Control - GC) with homogeneity and normality of the data. Two hypotheses were tested in this study: H0 and H1, where: H0 = There is no statistical difference between memorizing daily tasks between individuals with Down syndrome who used our ludic virtual environment and those who used the conventional memory method.H1 = There is a difference between the group of subjects with Down Syndrome who used our virtual game environment and the group that did not use it in relation to memorizing the daily task. This produces t = -14.98 and p <0.0001, with H1 being accepted. The results showed that the EG presented significance in relation to the CG and the evolution mean of the children in the EG was 81.82% higher. According to experts (psychologist and pedagogue) from APAE and parents, the playful activities implemented in this virtual environment have been of great interest to children, who had fun, tested hypotheses and questioned them about the sequences of actions performed in their routine daily.
一个患有唐氏综合征的孩子和其他孩子一样，可以从与记忆刺激的互动中受益，但需要额外的支持和帮助。使用特殊的教学方法，增加趣味性并使用计算机，可以增强这些孩子的记忆过程。在这项工作中，我们展示了虚拟环境“Nossa Vida（我们的生活）”，它是为了帮助患有唐氏综合征的儿童记忆日常生活的动作序列而开发的。在干预之前（预测试）和之后（后测试）进行了日常生活记忆测试（DRMT），该测试由儿童和家长每周完成典型日常例行程序的提醒组成。这项工作涉及一个多学科团队，并评估了巴西圣保罗特殊教育学校 APAE 的 30 名唐氏综合征儿童进行的测试的有效性。这些孩子被分成两个组（实验组 - GE 和对照组 - GC），数据具有同质性和正态性。在这项研究中检验了两个假设：H0 和 H1，其中：H0 = 使用我们的游戏虚拟环境和使用传统记忆方法的唐氏综合征患者在记忆日常任务方面没有统计学差异。H1 = 使用我们的虚拟游戏环境的唐氏综合征患者组与未使用该环境的患者组在记忆日常任务方面存在差异。这产生 t = -14.98，p <0.0001，接受 H1。结果表明，实验组与对照组相比具有显著性，实验组儿童的平均进化率高出 81.82%。根据 APAE 的专家（心理学家和教育家）和家长的说法，这个虚拟环境中的游戏活动非常受孩子们的欢迎，他们在其中感到开心，测试了假设，并询问了他们日常例行活动的动作序列。
